nj 



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Qass, 
Book. 



[ Whole yitmier 174 

BUREAU OF EDUCATION 
CIRCULAR OF INFORMATION NO. 4, 1891 



CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY 

EDITED BY HERBERT B. ADAMS 



No. 11. 



HISTORY OF HIGHER EDUCATION 



MICHIGAIsr 



BY 



ANDRE^v c. McLaughlin 

ASSISTANT PROFESSOR OF HISTORY IN THE UNIVERSITY OF MICHIGAN. 



WASHINGTON 

GOVERNMENT PBI.nTI^S'G OFFICE 

1891 



/ 

/ 

[ Uhole *N lonber li\ 

BUREAU OF EDUCATION 
CIRCULAR OF INFORMATION NO. 4, 1891 



CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY 

EDITED BY HERBERT B. ADAMS 



No. 11. 



HISTORY OF HIGHER EDUCATION 



IN 

Act ■ / ^ 



"ff^-" MICHIG-AN 



BY 



ANDREW c. McLaughlin 

ASSISTANT PROFESSOR OF HISTORY IN THE UNIVERSITY OF MICHIGAN. 



WASHINGTON 

GO,VERNMENT PRINTING OIFIOE 
1891 



Ct 



'¥ 



iM., 



^ 



A '^6 



1456? 



:J?^.Q. 



CONTENTS. 



Chapter I.— Early History of Michigan. 

Pag& 

Character of Early Inhabitants 9 

New Englanders in Michigan 11 

Newspapers 1^ 

Early Schools — Father Richard's School 14 

Continued Ignorance of the French 15 

State Schools 17 

Chapter, II.— Land Grants and their Disposition. 

National Aid 18 

Michigan Territory Established 19 

Treaty of Fort Meigs 20 

Selection of Lands under Act of 1804 20 

Act of 1826 21 

Disposition of Lands 22 

Superintendent's Report 24 

Sales 24 

Crisis of 1837 and Results 25 

Legislative Acts 25 

Fund Received from Sales 1 26 

$100,000 Loan '. 27 

Chapter III.— Organization and Progress of University in Terri- 
torial Period. 

Judge Woodward 29 

Catholepistemiad 29 

Gabriel Richard and John Monteith 31 

The Plan 32 

Early Regulations 32 

Act of 1821 32 

Chapter IV.— Organization of the State University, 

Mr. Crary 34 

The State Constitution 34 

Mr. Pierce 35 

The Uuiversity 35 

Comprehcusiveness of the Plan 38 

Branches ' 37 

Abolishment of Branches 38 

Distribution of Money 38 

3 



4 CONTENTS. 

Chapter V.— The University fkom 1837 to 1852. 

Page. 

The Location, etc 39 

Collection of Minerals, Library, etc 40 

Appointments 41 

Eequirements for Admission 41 

Course of Study 41- 

Advancement 42 

Medical School 42 

"Society War" 44 

Legislature or Eegents 44 

The New Constitution 45 

Last Days under Old Constitution 45 

Chapter VL— President Tappan's Administration. 

President elected 47 

Schoolmaster Methods Give Place to University Methods 48 

Faculty Chosen 49 

Observatory 50 

New Professors ,. 50 

Dormitories Abolished, etc 52 

Students not a Distinct and Privileged Order .52 

Scientific Course 52 

People's University 53 

Chemical Laboratory 54 

Law Department 54 

Rotation in Office Poor Principle for the Government of University 55 

Resignation of President Tappan 56 

Chapter VIL — President Haven's Administration. 

Difficulties in Administration 59 

Medical Department Assisted 60 

Prosperity of the Institution 60 

Needs of the University 60 

Attempts to obtain Assistance from the Legislature 61 

The Homeopathic Q uestion 61 

Latin and Scientific Course 62 

President Haven's Resignation 63 

Progress of the University during His Administration 63 

Chapter VIIL— Administration or Acting President Frieze. 

His Broad Conception of University Methods and Development 65 

Admission of Women (56 

The Prussian System Realized 70 

The " Diploma Schools " 71 

Gift from Legislature 72 

Chapter IX. — President Angell's Administration. 

Progress of University during this Administration '73 

Financial Aid 74 

School of Mines 75 

Homeopathic College 75 

Dental College 76 

Eequirements for Graduation .....,..,,.„....„.„ , 78 



CONTENTS. 5 

rage. 

Elective System ''^ 

Select Students ''^ 

How the Elective System is Applied 78 

The Credit System .--- 79 

English Course ^ 

The "University System " 80 

The School of Political Science 81 

Science and Art of Teaching 81 

Library Building ^- 

Library °^ 

Fine Arts and History Collection ^'^ 

Studies for Advanced Degrees '^^ 

Income °^ 

Courses Offered ^^ 

Chapter X.— Laboratories of the University of Michigan. 

The Hygienic Laboratory ' 86 

The Physical Laboratory 88 

The Engineering Laboratorj^ 90 

Chapter XL— Bibliography 96 

The State Normal School, by J. M. B. Sill, principal ^^ 

The State Agricultural College, by President O. Clnte 105 

Michigan Mining School, by M. E. Wadsworth, director * 116 

Hillsdale College, by Prof. S. W. Norton 124 

Kalamazoo College, by Rev. Samuel Haskell 133 

Olivet College, bj»Prof. J. S. Daniels 138 

Albion College, by Rev. L. R. Fiske, president 145 

Adrian College, by G. B. McElroy, acting presidi-nt 157 

Hope College, by Rev. Charles Scott, president. 160 

Alma College, by Rev. George F. Hunting, president 164 

Detroit College, by Prof. B.J. Otting 166 

Battle Creek College 171 

Common Schools and Secondary Education - - 175 



ILLUSTRATIONS. 



Page. 
University of Michigan : 

The Universitj-^ as it appeared iu 1865 1 

Observatory 50 

Ciieiiiical laboratory .54 

Law building 56 

Medical building 60 

University hall 76 

Library building 82 

Museum building 82 

Art gallery 84 

Physical and hygienic laboratory 88 

Engineering laboratory 92 

State Norn)al School, Ypsilanti 100 

Hillsdale College, Hillsdale 120 

Olivet College, Olivet 140 

Albion College 146 

Astronomical observatory of Albion College 148 

Central building of Albion College 152 

Adrian College If 8 

Hope College, Holland 162 

Detroit College : 

First building used for class purposes 1G7 

New building, erected iu 1889-90 168 

Main entrance of new building, chapel, and library - 168 

7 



CHAPTER I. 
EARLY HISTORY OF MICHIGAN. 

The history of Micbigau begins with the early exploration of the 
bold French traders and missionaries who were acqnainted with the 
West many years before the English had left the sound of the sea be- 
hind them. Settlements of wandering bushrangers and lawless, rollick- 
ing furtraders were scattered through the Northern Lake region even 
as early as the latter half of the seventeenth century. 

But Michigan was not permanently colonized by responsible settlers 
in a manner to come directly under the influence and control of Cana- 
dian authority until 1701, when La Motte Cadillac brought to the 
straits a company of gentlemen, traders and artisans, and founded Fort 
Poiitchartrain, an outpost against British aggression and a real colony 
for the advancement of French interests. His quick eye had caught 
the military advantages of the location and his broad comprehension 
had compassed ideas of the spread of French influence from Detroit as a 
center. He seems to have had the thought of establishing a colony on 
English principles, one to a great extent independent, self-sufficient, a 
center for influence, a self-developing, subordinate state. He desired 
to lead the Indians to civilization by example and precept, to accustom 
them to French habits of life, to organize them into companies of soldiers, 
and subject them to military discipline. He urged that an expedition be 
sent out to look for minerals, suggested the raising of silkworms and 
the beginning of the silk trade, and offered to provide the means of 
establishing a seminary where Indians as well as French could receive 
instruction. But Cadillac was a man of too much comprehension and 
of too liberal ideas quietly to succeed and to harmonize with narrower 
minds in the settlement. He was ahead of his time, and if we are to 
judge from the history of French colonization on this continent his ideas 
of common popular education were at least ultra patriotic. And yet 
we can imagine what were the needs of a school system when we are 
told of the magnificent proportions of some of the Detroit families of 
those primitive days. Though in after days there was at times a dearth 
of women and many were the calls for wives from the bachelor settlers, 
the first settlers seem to have come with their faffiilies. One habitant 
is reported to have had a family of thirty children, some of whom one 
would think might have been called by Cadillac's proposed seminary 

9 



10 HIGHER EDUCATION IN MICHIGAN. 

from the ways of mischief to those of usefulness. But })opular educa- 
tion was an unknown condition in the days of the French occupancy. 

The bushranger and voyagenr did not form the only element in Detroit 
as tliey did in many of the settlements of the IlJ^ovthwest, nor was the 
direction of the city's development marked out by the lawless and de- 
graded. The first settlers of Detroit were probably of good blood, with 
some little capacity for governmental affairs and a readiness in industry. 
Doubtless the coureur des hois often fouiul his way into Detroit, and the 
watermen settled near the stockade or took up some straggling farm in 
the vicinity. There were uncouth and rough elements at all times that 
were not softened or soothed by the charms of the French village. 
Often the lutlians were shouting in drunken exaltation in the streets. 
Often the trader was spending in profusion his winter's gains as he did 
at Montreal, in the fashion so graphically described by Parkman. 

A few Dutch came in after 1763 and some English traders also. The 
frugal and thrifty Scotch, who soon made their way into the Western 
country, seem strangely enough to have found points of contact with 
the French and to have come into a more friendly relation Avith them 
than the other nationalities did. When the Americans became possessed 
of the country in 1796 their ways in law and government were dark to 
the Frenchman, who had been used to unquestioning obedience to ab- 
solution. The fuss and flourish over legal procedure and popular gov- 
ernment seemed vain indeed to the plain habitant, unconscious of the 
legislationenacted by his new governor in an unknown tongue. Although 
the Frenchman retained his hatred for the English and could usually be 
counted on as a symi)athizer with the Americans in the troubles between 
the two nations, the American push and scramble were always incom- 
prehensible to him, while the American often roughly disi^egarded the 
conservative tendencies of the early inhabitants of Detroit. It was of 
course annoying to the energetic citizens of a growing city to be obliged 
to carry on unnecessary negotiations for a farm that lay as an obstruc- 
tion to a desired street and a barrier to business extension. The con- 
tented French farmer, scarcely raising enough from his farm to keep him 
from want, ignorant of his poverty, refused to sell his farm for twice or 
thrice its value, and often remained through life utterly without com- 
prehension of what commercial development signified. Public lands 
were kept from the market till 1818, and for various reasons, one of 
which was the old French conservatism and another an absurd and 
truthless description of the lands given by Government surveyors, 
Michigan did not become prosperously American till the fourth decade 
of the century, though there are indications of prosperity and consid- 
erable immigration in the third. In fact it may well be kept in mind 
in studying the history of education in Michigan that the State did not 
begin a very rapid ni^arch in population or business enterprise until 
about 1850. The history of Michigan thus presents rather a stumbling, 
halting progress, and we may expect to see the same phases in educa- 



EARLY HISTORY OF MICHIGAN. 11 

tional development, and to find early events forming- a restraining or 
fashioning influence. 

The century- was well on before the Indian title had been extin- 
guished to more than a strip of land near Detroit. By the treaty of 
Saginaw, 1819, Governor Cass opened up a large portion for settle- 
ment, and at Chicago, in 1821, he obtained for the Government lands 
in the South and West that were slowly taken up by the bold Ameri- 
can farmers, who with characteristic self-reliance made their way into 
the Western country', taking with them, however weather-stained and 
rough they seem, the institutional instinct of the Englishman, an ap- 
l)reciation of American citizenship, and a respect for education and the 
educated. Not till after the opening of the Erie Canal did Michigan 
begin to fill up in the least after the manner of her sister States of the 
Northwest Territory, to which the broad Ohio oflered a natural high- 
way for the emigrant. But through the Erie Canal came the New 
Englander, whose ideas of local self-government can be seen in the 
Michigan township, and the New Yorker, whose stirring i)resence is 
evident in school and State. The Frenchmen wondered at this close 
business method that characterized the shrewd Yankee, and even the 
conservative Scotch often opened their eyes. We may expect, consider- 
ing these facts, to see New England methods in education and New 
England desire for its utilitarian presence. We shall find that the New 
Englander in Michigan (and the emigrants from New York were often 
New England people who had settled previously in the Empire State) 
evinced, as did tbe early settlers in Massachusetts, a desire that learn- 
ing should not be " buried in the graves of their fathers." It is worth 
while noting the characteristics of Michigan settlement, for the com- 
parison between Michigan and Massachusetts in educational matters, so 
often made in these days, is not entirely fanciful and without foundation. 
As the New England ideas of local self-government, however great maj' 
have been their influence throughout the country, have best developed 
westward, following the parallels of latitude, so New England educa- 
tion has permeated along the same lines of sectional progress. About 
1830 immigration began in earnest. Gazetteers and maps had done their 
work. Fifteen thousand immigrants were estimated to have come in 
during that year,^ and in the years that followed, till the crash of 1837 
stopped the wheels of progress, numbers do not seem to have fallen be- 
low this figure. The writers who visited Michigan during those years 
speak of the crowds that filled steamboat and stage. 

To say uotbiiig of those who have arrived by land, aud through Lake Erie by sail 
vessel, the following steamboats arrived here within the last week: The Enterprise, 
with 250 passengers; tbe Jfin. Pchh, 150; the OAio, 350; the Henrif Clay, 480; the Su- 
jjerior, 550; tbe Sheldon Thompson, '200; tbe Niagara, 200 ; amounting to more than 
2,000, and nearly all in tbe prime of life, mostly heads of families who have come for 
tbe purpose of purchasing land and settling in Michigan.— [Free Press, May 19, 1831, 
(|uoted in Farmer's History of Detroit aud Michigan, p. 335. 

' Farmer's Hist, of Detroit and Michigan, p. 385. 



12 PlIOHER EDUCATION IN MICITiaAN. 

Settlors with their wagons crowded tlie western roads or forced their 
way through the forests to establish themselves alone. Michigan, with 
its pine woods, was the western haven for consumptiveSj and indeed 
general good health seemed to prevail, despite the fact that we read of 
ague and malarial fevers and that he was considered fortunate in parts 
of the country who escaped with only one '' shake" per day. Young 
l)rofessional men of good education, allured by tales of healthy breezes 
or attracted by the stir and excitement of western settlement, some- 
times found their way to a cabin in Michigan. During 1837 the immi- 
gration continued from New York and New England especiallj', so that 
Michigan probably has a larger percentage of people from those parts 
of the country than has nuj other of the Vrestern States. At one time 
we are told that it seemed as if all New England were on the point 
of moving westward. A Michigan fever threatened to become fatally 
epidemic in every New England town. Various songs, of doubtful 
poetic merit, were used to incite the timid "to have mettle hearts." 
The following stanza will illustrate their cheering quality : 

Come all ye Yankee farmers who wish to change your lot, 
Who've spunk enough to travel beyond your native spot, 
And leave behind tlio village where pa and nia do stay, 
Come follow me and settle in Michigania — 
Yea, yea, yea; in Michigania. 

This tide of immigration, of course, soon swept Michigan into the 
Union. Though the basis of a liberal superstructure for education had 
been laid in the days of uncertain and unorganized territorial existence, 
when half or more of the population was French, we must remember 
this influx from the East and notice that the real plan and scope of 
the work was outlined and the structure begun in the days of early 
statehood, or at least in response to the energetic call which came from 
the pushing eastern immigrants. Michigan was then puffed up with 
grand ideas and inflated with prospects which have indeed been 
realized, but which required vigorous faith or a reckless hope that is not 
always prophetic. We may remember that the University was born 
in the very heyday of Michigan's youth, when all her veins were full 
of new blood, and she was unwearied and was not despondent because 
of hope deferred. 

In the 20 years that followed the treaty of Ghent the change in Mich- 
igan was from a wilderness to a prosperous State. One can scarcely 
exaggerate the change of those years in manners and customs, in busi- 
ness enterprise, in governmental methods, and even in the physical 
condition of the country. The territorial government in its first stage 
gives little opportunity for individual expression or popular control. 
But Governor Cass, during an administration of some 18 years — from 
1813 to 1831 — gave to the people, at various times and as the opportunity 
offered, chances to express preferences in matters of state, and thus pre- 
pared them for the complete self-government that would come with 



EARLY HISTORY OF MiCillGAN. 



13 



statehood. Michigan long remained in a condition of tutelage, but the 
apprenticeship was a necessary one, and happily her second governor 
was filled with ideas of popular sovereignty and possessed of a wide 

sympathy. 

' The beginnings of general education in Michigan might well be traced 
perhaps To the printing press. Various papers were published through- 
out the Northwest before 1800. Cincinnati and Chillicothe early had 
this means of enlightenment. But in early Detroit the town-crier was 
the onVr publisher, and seems to have done his work satisfactorily to 
the French for years. The church, the center of Koman Catholic life, 
was the center for news distribution, and at the close of the weekly 
services the familiar notices were read to the waiting congregation. 
We are told that even auction sales and the horse races were thus 
announced, and as time went on an Episcopal lay reader published 
the time of the next fox hunt or like interesting event. Printing found 
its way but slowly among a people who had been accustomed to repres- 
sion The first newspaper that held up its ambitious head in Detroit 
was The Michigan Essay or Impartial Observer, first published August 
31 1809. The printing and publishing of the paper have generally been 
credited to good Father Richard, who was prominent in those days in 
many things of interest to the Territory. He probably brought to 
Detroit the printing press on which the paper was printed, but he was 
not the publisher; for it appears on the paper that it was printed and 
published by James M. Miller.^ 

The paper, to say the least, had a short life. Tiiere seems to be no 
positive proof that more than one number was issued, though there is 
no proof that there was no more. Part of it was printed in French and 
it had various pretenses to literary flavor, with extracts from Young's 
Night Thoughts and from Ossian. The Detroit Gazette, that lived some 
13 years, had rather a prosperous existence under the patronage of 
Governor Cass, at whose suggestion it seems to have been established. 
The type was often poorly set and its turbulent condition often sug- 
gested an unsteady compositor, but withal it was an educating and ele- 
vating presence in the Territory. Occasionally it dropped into personal 
abuse and became somewhat too trenchant for the pleasure of all con- 
cerned, so that Mr. Sheldon, the editor, at one time found himself in the 
Wayne County jail as a penalty for criticising somewhat too freely the 
action of the Supreme Court. Detroit, however, was found sympa- 
thetic in the extreme and he was toasted and feasted to his eminent 
satisfaction. But advertising even of this popular nature failed to bring 
sufficient funds into the editorial till, and he complains bitterly that 
" Sometimes we get a pig or a load of pumpkins, and once in a great 

' Recent inveatigations by Mr. Farmer substantiate this statement, altbougli Judge 
Campbell, in bis History of Michigan, states that Gabriel Richard was the publisher, 
as does also Mr. Andrew Ten Brook in his book entitled American State Uuiversities, 
etc., to both of which works I often refer in this sketch. 



14 HIGHER EDUCATION IN MICHIGAN 

while there ia a inaa who pays cash for his paper," Under these cir- 
cumstauces the aggressive paper came to its end April 22, 1830. The 
Michigan Herald was issued between 1825 and 1829. A few issues of 
the Gazette Fran9ais appeared from the Michigan Gazette Office, as an 
appeal to the French of the province, and some other papers led feeble 
lives of a few years, before Michigan entered into statehood, when a 
whole crop seemed suddenly to rise from the ground. But these, too, 
lasted but a short time. The Democratic Free Press and Michigan In- 
telligencer, however, appeared in May, 1831, and have maintained a vig- 
orous life ever since. 

With this sketch of Michigan's early condition and settlement, and 
the means offered for general circulation of news and for popular en- 
lightenment, let us see a little more definitely what was the condition of 
popular education, what schools or seminaries, if any, existed in the few 
years before the establishment of the university and the more vigorous 
and generous efforts for the distribution of learning. Illiterate doubtless 
the many French citizens of Detroit were, as has been suggested, and so 
they continued to be in the years of American domination. But we 
must not be carried away by the sweeping generalities of writers 
anxious to send back to the East picturesque sketches of Western life. 
An examination of public records' of Michigan will indicate that writ- 
ing was not an unknown art and many signatures argue a familiarity 
with the pen. French words are often misspelt, as if there were numer- 
ous advocates of a more recent spelling reform movement, but he who 
has looked at the letters of some of our early statesmen will not hasten 
to proclaim utter incapacity as a result of orthographical ignorance. 
Montreal and Quebec sometimes received for education the children of 
the more prosperous French settlers or of those unusually ambitious.^ 
Occasionally the English settlers sent their children to the East. 
Research has discovered traces of a school which seems to have existed 
at Detroit as early as 1775. There was evidently one as early as 1790, 
and after the Americans began to come in, when the English gave up the 
western forts, several schools appeared. In 1707, Miss Pattison and 
John Burrell appear as teachers. The latter taught for several years. 
Matthew Donovan and Monsieur Serrier are names of others of that 
period, the latter gentleman being an irresponsible erratic fellow, who 
was often in an indeterminate state between drunkenness and insanity. 
At the beginning of the century Rev. David Bacon opened a school and 
his wife offered the benefit of an education to girls. But we are told that 
the prejudice against the Yankees reached even to a Yankee education 
and the venture did not thrive. For some 10 years from 1800 John Goff, 
a sour, drunken Orbilius, carried on a disorderly school, his success, if he 
had any, being due in great measure to the wifely assistance of Mrs. 
Goff", who seems to have had a more sober disposition and a much sweeter 



'Campbell, History of Michigan, p. 2^)4. 
•Farmer, Hist, of Detroit and Michigan, p. 715. 



EARLY HISTORY OF MICHIGAN. 15 

temper. Something like higher education maybe seen to emerge from 
this humble chaos in a certain classical school that was kept up by 
Mr. Payne in the years between 1812 and 1818. But from our knowl- 
edge of the disorderly condition of Michigan in the first half of that 
period, one feels like predicating an unsatisfactory curriculum and like 
hinting at the lack of very profound classical erudition. But these are 
all stepping stones to better things, and possibly one may even make the 
stony metaphor apply to tlie school of a certain Mr. Danforth,who oi)ened 
a school on June 10, 181G, and is reported to have had 40 scholars soon 
after. The violence of his temper will bear a close comparison with some 
of the schoolmasters already mentioned, and for brutal exhibitions per- 
haps he may be given the front rank. Throwing a ruler across the 
schoolroom at the head of a pupil was varied on one occasion by the 
use of an open jackknife as a missile, and we are somewhat relieved to 
learn that indignant parents finally wearied of his brutalities and drove 
him across the river, where it may be hoped he found more useful occu- 
pation and one better suited to his virile nature. 

Church schools were perhaps somewhat more vigorous than the pri- 
vate schools above described. Even in 1755 we find that there was a 
director of the Christian school, and in 1804 Father Richard estab- 
lished a ladies' academy, and about the same time a school for young 
men, where Latin and history, as well as geographj^ and music, ap- 
l)ear as subjects of study. If one realizes the utter incompetence of 
many of the French settlers of Michigan, their ignorance of the com 
mou trades or the duties of the home, their entire lack of appreciation 
of the necessary methods of obtaining fair returns from their farms, 
their content often with semi-poverty when competence awaited thrift or 
a reasonable acquaintance with the means and methods which an intel- 
ligent American farmer seemed to know without learning; if one real- 
izes how great a proportion of the population the French Canadians 
were, and that their descendants, even in later days, were noticeable 
material in the superstructure of a prosperous State, he will ask no ex- 
cuse for the introduction of even the first portion of the following report 
from the watchful priest, showing the beginnings of an industrial 
and literary education, which are necessary for the existence of a 
higher education in our modern sense : 

Besides the English schools in the towu of Detroit there are four primary schools 
for hoys and two for our young Ladies, either in town or at Spring Hill, at Grand 
Marais, even at River Hurons. Three of these schools are kept by the natives of 
the country, who have received their first education by the Reverend Mr. Dilhet. At 
Spring Hill, under the direction of Angclique Campau and Elizabeth Lyons, as 
early as September last, the number of scholars has been augmented by four young 
Indians, headed by an old matron, their grandmother, of the Pottawatomie tribe. 
lu Detroit, in the house lately the property of Captain Elliott, purchased by the sub- 
scriber for the very purpose of establishing an academy for young ladies under the 
direction of Miss Elizabeth Williams, there are better than thirty young girls who 
are taught, as at Spring Hill, reading, writing, arithmetic, knitting, sewing, spin- 
ning, etc. lu these two schools there are already three dozen of spinning wheels 



16 HIGHER EDUCATION IN MICHIGAN. 

andoue loom, ou which four pieces of linen or woolen cloth have been made this last 
spring or summer. To encourage the young students by the allowment of pleasure 
and amusements, the undersigned have these three months past sent orders to New 
York for a spinning machine of about 100 spindles, an air-pump, an electric apparatus, 
etc. As they could not be found he is to receive .them this fall, also an electrical 
machine, a number of cards, and a few colors for dyeing the stuff already made or 
to be made in this academy. 

It would be very necessary to have in Detroit a public building for a similar 
academy, in which the higher branches of mathematics, most important languages, 
geography, history, natural and moral philosophy should bo taught to young gen- 
tlemen of our country, and in which should be kept the machines the most necessary 
for the improvement of useful arts, for making the most necessary phj-sical experi- 
ments, and framing a beginning of a Public Library. 

The undersigned, acting as administrator for the said academies, further prays 
that one of the four Lotteries authorized by the Hon. Leg. ou the t»th day of 7 her 
(Sept.), 1806, be left to the management of the subscriber. 

Gabriel Richard. 

Detroit, « ber (Oct.) 18, N. S. 1808. 

The plans for industrial education may have accomplished something, 
though we are disappointed in discovering, 10 years later, a lameutable 
ignorance of loom and spinning wheel among a great number of the 
French in theTerritory. But in the latter part of this letter is shadowed 
forth a true college, with legislative support, which the writer seems to 
honor by the capital letter with wliich he begins " lotteries," even if he 
does abbreviate the legislature and give the date of the act establishing 
the lotteries one year too late. For one of the first things done by the 
governor and judges who alternately governed and quarreled during the 
first 8 years of the Territory was to auth orize the establishment of four 
lotteries for the raising of $20,000 for the promotion of literature and 
the improvement of Detroit. The lotteries, however, were never estab- 
lished, and Detroit, which then, of course, was essentially Michigan, 
lacked this means of "improvement." A church school seems to have 
been located at an early day in Hanitramck, on the church farm, and this 
school, after some vicissitudes, developed into St. Philips College,^ and 
yet these early efforts at education were not entirely successful, if we 
judge by an editorial which appeared in the Gazette of August 8, 1817 : 

Frenchmen of the Territory of Mi chigan ! You ought to begin immediately to give 
an education to your children. In a little while there will be in this Territory as 
many Yankees as French, and if you do not have your children educated the situa- 
tions will all bo given to the Yankees. No man is capable of serving as a civil and 
military officer unless he can, at least, read and write. There are many young peo- 
ple of from 18 to 20 years who have not learned to read, but they are not yet too old 
to learn. I have known those who have learned to read at the age of 40 years. 

Various schools appeared in the next 20 years, some of which re. 
ceived public aid and encouragement, but the first school called semi- 

• In Farmer's History of Detroit and Michigan are collected many interesting de- 
tails regarding the growth of private and church schools. The writer of this mono- 
graph has found great assistance from the details there given with so much care, after 
great painstaking and research, 



EARLY HISTORY OF MICHIGAN. 17 

nary that really had a corporate existence was a young ladies' seminary, 
incorporated in March, 1830, with Governor Lewis Cass as president 
and his friend and companion, C. C. Trowbridge, as treasurer. It is no- 
ticeable that this seminary received governmental aid, for the governor 
and judges granted a great portion of the ground on which the Detroit 
City Hall is now located on condition that a suitable building should be 
erected before 1835. A building was erected within the stated time 
and a school was kept there until 1842, when the building was trans- 
ferred to the State in trust for the university. 

As early as 1802 there was a request before Congress for aid in es- 
tablishing common schools, and possibly this petition encouraged Con- 
gress to the notable act of giving section sixteen in every townsfiip for 
school purposes, as had been done previously in grants to the Ohio 
Company. The act of March 26, 1804, was the foundation of the pri- 
mary school fund of the State. Sunday, February 26, 1809, the gov- 
ernor and judges of Michigan Territory framed "An act concerning 
schools," providing for the division of poor districts into school dis- 
tricts, and the laying of public taxes for their support. But the act 
is interesting rather as a step toward public education than because of 
any immediate result. Not until 1827 were there any vigorous efforts in 
the direction of popular education, at which time an act authorized each 
township to determine by a two-thirds vote whether it would support 
a school, and if tlie vote was favorable the township was authorized 
to secure the services of a " grammar school master of good morals." 
And from this time on we find various acts for the encouragement 
of general education, and there are indications of some zeal in car- 
rying out the purpose of the acts. But beyond showing the extent 
of early popular interest in educational matters and suggesting a 
popular basis for higher education, it is not the intention here to give 
a general description of the growth of tlie common school system in 
the States. But this substratum so necessary for the proper support 
of institutions of higher education we must pass with a word of con- 
gratulation and an acknowledgment of the debt the university and 
colleges in the State owe to those who have so wisely built uj) and so 
carefully managed the common and secondary schools of Michigan. 

With this outline of the settlement and growth of the Territory and 
State, its peculiar conditions, and the difficulties of early years in the 
way of progress in education, we may perhai)s more clearly perceive 
the immense advance of Michigan ; how remarkable in many ways has 
been lier progress upward and onward in ottering means for popular 
enlightenment and furnishing opportunity to all to acquire a superior 
education under the best of circumstances. 
713— No. 4 2 



CHAPTER II. 

LAND GRANTS AND THEIR DISPOSITION. 

All accounts of the development of higher education in any State 
formed from the old Northwest Territory must begin with quoting the 
famous Ordinance of 1787, which has iuHuenced in so many ways the 
growth and development of the country for which it was a charter. 
"Eeligion, morality, and knowledge, being necessary to good govern- 
ment and the happiness of mankind, schools and the means of educa- 
tion shall forever be encouraged." We can hardly doubt that these 
words stimulated Congressional action. The grant made this same year 
to the New England Ohio Company contained many reservations in 
the spirit of this provision, and these became precedents for future 
action by Congress in reference to lands within newly formed terri- 
tories. There have been many controversies regarding the justice of 
giving to a new State land owned by the United States, when the funds 
from the sale of the land were to be used for purposes of education 
withui the State itself. An article in the New Englander as late as 
August, 1854, will show that not yet were the old States reconciled to 
this generosity : 

Of late the Western States claim thn entire rijjht to these lands, and the liastera 
States, partners in the firm of States, and originally constitnting the entire lirm, are 
smiled at for their superannuated simplicity when they assert that these lands belong 
to the United States, and not to the West alone. This treatment of the old thirteen 
States is neither just nor honorable. 

Happily this narrow feeling is now a mark of " superannuated sim- 
plicity." There is a broader conception of the term United States citi- 
zenship that covers over such limited views of sectional i)atriotism, 
and it is well realized that opportunities ottered by one State for per- 
sons to become enlightened citizens are a benefit to a common country. 
And yet such claims as these were not uncommon, nor, narrow as they 
were, are they entirely without foundation in reason or justice. State 
universities in the West may well keep in mind that they are reared 
on national grants and that no restricted or selfish policy is worthy of 
their origin ; that the land grants were made because of a generous 
patriotism, and that for that end must State universities strive, and not 
merely for State aggrandizement and glorification, if they do not intend 
to be unfilial and ungrateful. An examination of the careers of West- 
ern universities will show that they have appreciated their debts, and 
18 



LAND GRANTS AND THEIR DISPOSITION. 19 

that, while uuder State auspices aud generously aided by State grants, 
tbey have not lost sight of their national origin or suffered their 
national duties to become obscured or their national characteristics to 
disappear. 

In spite of man}' objections from some of the citizens of the East, 
Congress continued the liberal aud generous policy begun in its act of 
July 27, 1787, aud no Territory has been organized or State admitted 
to the Union since that date that like action has not been taken. March 
26, ]804, Congress in accord with this policy, on making arrangements 
for disposal of public lands in Indiana Territory, reserved a township in 
each of the three divisions of that Territory, in which were their land 
offices. Michigan was thus included, for it will be remembered that 
after the 30th of April, 1802, until June 30, 1805, Michigan was included 
in Indiana Territory. January 11, 1805, Congress passed an act to take 
effect June 20, whereby Michigan Territory was thus defined : 

All that part of ludiana Territory wbich lies north of a line drawn east irom the 
southerly bend, or extreme of Lake Michigan until it shall intersect Lake Eiic, and 
east of a line drawn from the said southerly bend through the middle of said lake to 
its northern extremity ; and thence due north to the northern boundary of the United 
States. 

However, this reservation never became part of the resources of the 
Territory, but may be considered as another indication of a national 
policy. But, by a substitution in later years, from this grant came the 
basis of the present endowment of the university. 

It is quite evident that for some years after the War of 1812 the gov- 
ernor and the people of Michigan Territory were occupied with more 
substantial interests than university education. Nothing had been done 
for the selection of the lands before the war. Everything was in con- 
fusion during the first few years of Cass's governorship. The Indians 
were nominally friendly, but inclined to be intolerably insolent; the 
territory but slowly recovered from the terrible devastation that had 
resulted from a war carried on by savages instigated to cruelty by an 
implacable enemy. Many of the inhabitants were without homes aud 
were dependent on the General Government for support, and so not until 
about 1817 does there appear any striving for general education, at 
which time there seems to have been a good deal of agitation of the sub- 
ject among all classes of the people. The land titles in the territory 
were until that time scarcely less confused tlian they were 15 years 
before. Many of the records had been destroyed during the British oc- 
cupancy of Detroit, and the public lands were not opened for sale until 
1818. It may perhaps be fortunate that attempts were not made ear- 
lier to select university lands. When the selection was made it was a 
good one, and with more conservative management an immense return 
might have been gained from the sale. 

The aborigines can not be left out of consideration in a discussion of 
land grants for education. Judge Cooley in his " Michigan " has com- 



20 HIGHER EDUCATION IN MICHIGAN. 

pared tbe generositj' of tbe Indians to that of Nicholas Brown, Elihu 
Yale, ?nd John Harvard, and tbe comparison, if we jud^fe by the amount 
given and not by the sacrifice implied, is to the advantage of tbe un- 
tutored sivage. In tbe treaty of Fort Meigs, negotiated September 29, 
1817, where Lewis Cass appeared as commissioner on part of tbe Gov- 
ernment, tbe Ottawas, Pottawatomies, and Chippewas, Indian tribes of 
the Northwest, granted six sections of laud for purposes of education, 
half of this grant to be given to tbe College at Detroit, which was a 
branch of tbe Catbolepistemiad to be described hereafter, and tbe 
immediate forerunner of the university, and the other half to St. Anne's 
Church, which had been interested in educational matters for years. 
It will be noticed that this stipulation in the treaty was secured just 
as the people of Detroit were beginning to arouse themselves to tbe 
necessity of furnishing educational advantages. 

There is something pathetic [writes President Angell] in this gift of tlie Indians 
who^Tere even then so rapidly fading away. They doubtless hoped that some of their 
descendants might attain to the knowledge which the white nianlearncd in hisschools, 
and which gave him such wonderful power and nkill. This hope has never been re- 
alized, so far as I know, by the education of any full-blooded Indian at the university.' 

Neither this grant nor the one of 1804 was made complete by tbe 
selection of tbe lauds until some time after the date of the treaty just 
mentioned. June 20, 1821, Hon. Austin E. Wing, in tbe meeting of the 
governing board of tbe new " University of Michigan," introduced the 
following resolution, which was carried : 

Resolved, That his excellency, Lewis Cass, and Mr. Sil)ley be a committee whose 
duty it shall bo to communicate with the Secretary of the Treasury of the United 
States on the subject of the location of the college townships in this Territory, and 
that he be urged to hasten the location of the same. 

This resolution did not include tbe selection of tbe sections granted 
in the treaty of Fort Meigs. But Governor Cass, authorized by the 
Secretary of tbe Treasury, commissioned Mr. Wing and Mr. Lecuyer to 
select these lands. An examination of tbe country resulted in the choice 
of lands a little below Detroit, and also in Oakland County, and pat- 
ents were issued for these by the Government May 15, 1824, some seven 
years after the treaty was signed. Without referring to these lauds 
again it may be well to say that funds from the sale of them were used 
for educational work in tbe city of Detroit in accordance with the intent 
of tbe grant. Part of this was probably retained in Detroit w ithout 
transfer at the time of the establishment of tbe university in 1837. 
Part, doubtless, went to the Detroit building, which was used under 
various conditions until 1837, when it was tendered to the regents free 
of rent as an inducement to the establishment of a Detroit branch of the 
university. This building was used for the purposes of that branch 
until 1842, and in 1844 the board of education of the city began making 
use of it for school purposes. 

' University of Michigan, Somicoulounial, page 155. 



LAND GRANTS AND THEIR DISPOSITION. 21 

When the triLstees turned over to the regents of the university the 
propei t}' in their possession, 1837, they failed to account for the lots on 
Bates street, in Detroit. Action was brought to recover them, and in 
1856 the Supreme Court decided that the two boards were practically 
the same, and directed the transfer. The lots were sold to the Young 
Men's Society of Detroit, but they were unable to pay, and after other 
difficulties the regents consented to cancel the contract. The lots were 
then sold for $22,010. This money was used for buildings, and though 
the board resolved to set aside a certain amount each year, to be known 
as " reserve fund," their well-meant efforts were unsuccessful. The 
sum of $19,000 so set aside, the interest of which was to increase the 
library, was used up in building the university hall and in making up 
certain deficits of the years 1874 and 1875. 

The selection of lands under the act of .1804 provred no easy task. It 
was discovered that the choice must be made from lands to which the 
Indian title had been extinguished at the time of the grant j and as it 
was diflflcult to ascertain just what those lands were, and as it seemed 
quite evident that such a choice must almost necessarily result in the 
securing of undesirable portions, it was decided to apply to Congress 
for relief, rather than be content with inferior townships of insignificant 
or uncertain value. A committee, comprising Messrs. Woodbridge, 
Sibley, and Williams, was appointed by the board to take the necessary 
measures for the attainment of the desired end. This committee drew 
up a memorial to Congress, which was read to the board, approved 
December 10, 1823, and sent to W^ashiugton, in company with a bill 
drafted to include the substance of the memorial.^ Congress took 
action May 20, 1820, giving to Michigan for a " seminary of learning " 
two townships of laud in lieu of the one given in the act of 1801.^ In 
accordance with this act it was possible to locate lands in various parts 
of the country as might seem best, and to select them from any part of 
the public domain not appropriated at the time of the selection. This 
privilege proved a great advantage, for lands were wisely chosen in 
parts of the country where they were sure to be of permanent and increas- 
ing value. The act was read in a meeting of the board August 1, 1826, 
and was received with approbation and even enthusiasm, and steps 
were at once taken toward having the laud selected. Mr. Wing and Dr. 
Brown were appointed a committee to take the matter in charge, and 
were authorized to secure the services of a surveyor, who might act 
with them as one of the committee. May 11, 1827, the board passed the 
following resolution in regard to the locating of the two townships : 

Resolved, That the committee appointed to examine aud report their opinion in 
regard to the two townships of land granted by the United States to this institution, 
be authorized to locate such tracts at the mouth of Swan Creek, on the Miami River, 
in this Territory, as may seem to them expedient. 

1 Ten Brook, p. lOG. « Statutes at Large, Vol. iv, p. 180. 



22 HIGHER EDUCATION IN MICHIGAN. 

The Miami of the Lakes, now knowu as the Mauinee, ami Swan 
Creek meet where the city of Toledo now stands, on laud then claimed 
by the Territorial government of Michigan, but which was afterwards 
given up grumblingly to Ohio, Michigan receiving in its place tlie Up- 
per Peninsula which was then considered little more than a barren wil- 
derness. 

So wisely did this committee act, therefore, that if this property had 
remained in the hands of the university it would be possessed of an en- 
dowment sur[)assing that of any similar institution in the United 
States. The 7th of July, 1827, a letter from the General Land Oflice 
declared river lots 1, 2, 7, 8, 9, and 10 reserved and appropriated as 
university lands. 

The two towuships of land conveyed by Congress to Michigan as au endowment for 
a university, when compared with amounts since granted to other States, were by no 
means exceptional in iiuautity. Oil the contrary, very many of the States now occu- 
pying the place of the old Northwestern Territory have received much larger appro- 
priations for the same i)urpose. If the grant to Michigan has been productive of ex- 
ceptional results it is owing to the fact that lauds were selected of exceptional value. 
With so much wisdom, indeed, had the lands beeu chosen, that in ten years from the 
time the grant had been made, they were estimated by the superintendent of public 
instruction to have attained an average value of twenty dollars per acre.' 

Unfortunately, the lands first selected were not as productive of ex- 
ceptional results as they might have been under ditierent management. 
Of course, to blame a board for every false step is to impose censure for 
lack of prophetic insight. We have every reason to congratulate our- 
selves that so much prudence was manifested, even if the powers of the 
prophet would have secured to the university an endowment that, how- 
ever large, could scarcely be too large for present necessities. 

Speculators soon turned tbeir eager faces to the country of the Mau- 
mee. After various solicitations the board decided to exchange lots 1 
and 2, containing some 401i acres, for lots 3 and 4, containing about 777 
acres, and the conveyances were delivered February 7, 1830. In 1834 
the board consented to sell these lots 3 and 4 and some other land for 
$5,0UO to Mr. Oliver. An act of Congress was considered necessary 
to assure the validity of the transfer. The desired legisiation was se- 
cured, and one of the last acts of the board before it gave up control to 
the new authorities of the State University was to authorize the sale 
of these two lots, as decided by previous vote.^ By this action did the 
university, for the sum of $5,000, dispose of lands which are now in the 
very best part of the city of Toledo, and one can scarcely resist the 
temptation to i)onder on what might have been had the university trus- 
tees possessed the cunning insight of the land speculator. The sum 
of $5,000 and a little more was transferred in 1837 to the regents of the 
new university, and described as funds received from the sale of lands 
to Mr. Oliver.^ The remaining Toledo lands were estimated in a survey 



■ C. K. Adams' sketch of University of Michigan. 
2 U. S. Statutes at Large, Vol. vi, pp. 615, 628. 
"Ten Brook, p. 109. 



LAND GRANTS AND THEIR DISPOSITION. 23 

of 1848 to coiitaiu (J21 acios, and all ol' these now lie witliin (be pres- 
ent corporate limits of the city of Toledo. Most of this property was 
sold in 1849 and 1850, and some as late as 1855, bringing- in, with the 
snm before received from the Oliver transactions, a total of something- 
like $17,000. Thus ends the history of the Toledo lands. No one has 
hinted at anything worse than a lack of faitli and foresight on the part 
of those who were administering afiairs, and there is no desire now to 
linger over an unpleasant recital. , 

It will probably be conducive to clearness and precision if the whole 
subject of the university lands be disposed of in the same chapter. 
It may be well to preface further accounts with the statement already 
suggested, that the board which had charge of the university funds 
before 1837 gave up in that year their control of all university matters 
to the board of regents, which was constituted after the manner laid 
down in the new State constitution, as will more clearly appear in a 
succeeding chapter on the organization and control of the university. 
A great work had been done iu selecting lands under the law of 1820, 
and affairs by this early board had in general been wisely managed. 
Twenty-three selections were reported as already made, leaving about 
two-thirds of the two townships yet to be chosen by the new board. 

Michigan began even before 1835 to force her way into the Union, 
but various reasons prevented her recognition, among them the unfor- 
tunate controversy with Ohio over the possession of certain lands sit- 
uated along the border line. But in 1837 Michigan was received into fel- 
lowship, and certain clauses of the acts of Congress then passed are of 
interest in this connection. By one provision section sixteen in every 
township of the public lands, or an equivalent if such section had been 
])reviousl3' dis[)osed of, was granted to the State for the use of schools. 
By another the seventy- two sections set apart for the support of a uni- 
versity by the act of 1826 were granted to the State to be appropriated 
solely to the use and support of the university, iu such manner as the 
legislature might prescribe. This legislation, it will be noticed, gave the 
control of the university lands to the legislature of the State, whereas 
the board iu charge of university afiairs had before this used its discre- 
tion in all such matters. 

The history of legislative management in the ensuing 20 years pre- 
sents another gloomy recital. We cau not prophesy what might have 
been the results of management by the board or how large a fund might 
have been obtained by more conservative manipulation. Of the actual 
results we are sorrowfully certain. It will not do to forget, however, 
that Michigan was sorely troubled for some years after 1837. The finan- 
cial difficulties of the country were accentuated in the West, and Mich- 
igan came in for a full share of burdens and scourgiugs caused by reck- 
less investments and a wild improvement policy. The unsettled lands 
all through the West had been held at fictitious prices, and it could 
hardly be hoped that under the wisest management any great return 



24 UrOJlKK EDUCATION IN MICHiaAN. 

could be obtained from the sale of the university lands in accordance 
with the policy entered upon in the very first days of statehood. Wo 
are obliged to consider that puzzled legislators, dazed by the (lisasters 
of the times, scarcely saw with clearness of vision or looked into the 
future with hope; and we may content ourselves with the soothing re- 
flection that after all, coTisidering everything, affairs might have turned 
out much more uu fortunately. Here, again, inquiry can discover no 
dastardly yiotive for the course taken, and traces of corruption will prob- 
ably be sought for in vain. • 

The superintendent of public instruction of the new State, in his 
first report, entered into some elaborate calculations with regard to the 
value and the sale of the university lands. It was one of the duties of 
Ihis ofiQcer to make an inventory of all lands and other property re- 
served in the State for school purposes, to report to the legislature on 
the location and condition of such property, and to give his views rela- 
tive to its disposal. He estimated in this report that the first 20,000 
acres would in all probability sell for $20 per acre, giving a fund of 
$400,000 ; and even at $15 an acre, a sum of $.300,000 would be received 
from which the university could expect to obtain an annual income of 
$21,000. 

With such an income, how easy to lay the foundation of a university on the hroad- 
est scale and place it on high and elevated ground at the very commeuceiuent of its 
career of light, usefulness, and glory. 

What remained of the 72 sections he thought would undoubtedly 
sell, as soon as the fund should be needed, at the same rate. At 
the lowest estimate, he expected from the sale of all the university 
lands a fund of $601,200, yielding $48,384 per annum, and from a 
sale at the expected figure he anticipated $921,000, as Inch might be 
expected to give an income of $64,912. "Judging from the decisions 
of the past" he believed that the amount received would exceed the 
highest computation. The legislature adopted this view, not too san- 
guine in consideration of the condition of Michigan property at that 
time, but unfortunately not to be fully realized. An act approved 
March 21, 1837, authorized the superintendent of public instruction to 
sell at public auction a portion of the university lands sufficient to 
amount to $500,000, provided none were sold lower than $20 per acre. 
Successful sales were made in this year. An average price of $22.85 was 
received and a total of $150,447.90. This was of course an encouraging 
beginning, and it was largely due to this encouragement and to the 
fact that the legislature seemed to have adopted the policy of not sell- 
ing for less than $20 per acre, that steps were at once taken for the 
establishment of the university. The prospects were certainly bright. 
There was every reasonable ground for expectation that at no distant 
day the principal sum of $921,600 would be secured, which would yield 
an income sufficient fo"r the needs of the university for many years to 
come. But there were soon clouds in the sky, darkening this bright 



LAND (4RANTS AND THEIR DISPOSITION. 25 

outlook. There remains to be told ii tale of hasty legislation and 
egregious mismanagenieut, which ended in the receipt of a sum small 
iu comparison with the one so confidently expected. Even without 
the stimulant to hasty sale and legislation, it is quite probable that 
the lands wouhl not have brought in what the superintendent had 
estimated. The crisis of 1837 caused a general drop in prices for wild 
lands and the speculation that had been rife for some years before dis- 
appeared, to give place to an inactive market and business depression. 
The despondency of the years between 1837 and 1840 was but slowly 
thrown off, for the disastrous consequences had not been confined to a 
section, but depressed the whole country. 

Almost immediately after the organization of the State government 
there were troubles with "squatters" who had settled on the university 
lands and did not desire to give up their claims. The legislature was 
appealed to and entered upon a course of unwise legislation by releas- 
ing the university claims to some IG sections that had been chosen by 
the university on the Niles and Nottawaspe reserves in 1836.^ This 
act of March 20, 1838, contained the provision that Congress should 
consent and grant an amount of land in the place of these sections, 
judged to be of equal value to those given up. This indicates a state 
of mind toward the university fund which may give ground for expect- 
ing other legislation, even less considerate and wholesome. There 
could be no reason or justice in thus preferring the settler to the 
university, and the subsequent legislation shows that the process was 
begun of shunting the university from pillar to post in a manner that 
bade fair to allow no certain standing ground. Congress seems not to 
have granted the permission, but pressure was brought to bear upon 
the legislature by other settlers, and in 1839 an act was passed whereby 
settlers on the university lands who could prove that they had occu- 
pied and cultivated their farms in accordance with the preiimption law 
of Congress before their location by the State were allowed to obtain 
lawful title by the payment of $1.25 per acre. The remonstrance of 
the board against this disregard of their rights was without effect at 
first. Resolutions were introduced into the board to discontinue work 
on the buildings at Ann Arbor and for the curtailment of other expenses. 
Fortunately, however. Governor Mason vetoed the bill. The grandilo- 
quent message of the young governor discloses among its intricate and 
ambitious sentences that he suspected the land-speculator of attempt- 
ing to masquerade as a poverty-stricken squatter. This may not have 
been the reason for the passage of the act, but there is good ground 
for suspicion. 

The time of payment for the university lands was extended iu 1838 
and 1839. In 1840 4,743.12 acres were sold at an average price of 
$6.21. The superintendent of public instruction ^ iu 1837 had confidently 



' See Laws of Mich., 18:?8, p. Uo. ^ Snperinteiulent's Report, 1841. 



26 HIGHER EDUCATION IN MICHIGAN. 

reported that $15 per acre was the lowest i)rice for which the lands would 
be sold, and the price established by the legislature was $20 per acre. 
But by this sale the fund expected was considerably diminished. Had 
this land been sold for $15 per acre the university would have re- 
ceived some $40,000 more than it thus received, and a sale at the price 
first established by the legislature would have yielded nearly $G5,000 
more than the sale thus ordered. Again and again from this time on 
sales were made at less than $20, and finally, in 1842, the price was set 
at $12 per acre, and by a species of retroactive le gisiation ^ lands here- 
tofore sold at $20 per acre or over might be reappraised, and if the 
board of appraisement decided that the lands were worth less than 
the price at which they were sold, the superintendent of public instruc- 
tion was instructed to give credit for the balance. 

Of course, the board of ai)praisement, which was composed of the 
county judges and the county surveyor, must have been influenced often 
by personal and local considerations, and the result was very much the 
same as if all the lands had been sold at $ 13.42 per acre.^ The rei)ort of 
the superintendent for 1843 shows that $34,051 had thus been deducted 
from the funds of the university. Up to this time sales had been made 
to the amount of $220,000. But by such untoward legislation as this the 
sum was reduced to about $137,000 — a loss of $83,000. 

Although the legislature in 1837 had directed that the lands should 
be sold for not less than $20 per acre, there seems no just reason for 
considering this a contract, morally inviolable by that body. The board 
of regents were doubtless induced by this action of the legislature, as 
well as by the high price obtained for the first land placed on the mar- 
ket, to take steps at once for the broad and liberal establishment of 
the university. But the inevitable decline in values throughout the 
West was not due to legislative action, and to argue that a legislature 
by a mere act of a directive nature restricts its own action for the future 
under all circumstances, and in spite of all exigencies and popular 
needs, is to argue that a legislature is morally' powerless to exercise its 
authority, and is bound perpetually by its every action. Much of 
this legislation was unfortunate, possibly some of it was due to un- 
worthy motive. But the burden of the difficulty came not so much 
from the fact that the price was lowered, as that special legislative 
action continually interfered in an apparently thoughtless manner with 
the wise and conservative management of the superintendent. 

The various acts of reappraisal gave opportunity for the reduction of 
the price because of the testimony of prejudiced witnesses and inter- 
ested judges. One instance is given us of the sale of land at $2 an 
acre. The judgment of President Angell in this matter is entirely just : 

We cau see now that it would have beeu far better for the university and perfectly 
just to tbo purchasers to extend the time of payment, but not to reduce the price. 
The general result of the management of our lauds has been that instead of obtaining for 



^Laws of 1842, p. 45. ^ ggg Keport of Snperintendent, 1843. 



LAND GRANTS AND THEIR DISPOSITION. 27 

theui $921,000, which at $20 an acre Mr. Pierce iu his first report showed they would 
briug, they have yielded $547,8.7.51, and 125 acres remain unsold. It is not easy to 
guess how much more the Toledo lands would have added to our fuud if they had 
been retained for some years, but certainly some huudreds of thousands of dollars. 
Still, we may at least temper our regret at the sacrifice which was made by remem- 
bering that no other one of the five States formed out of the Northwest Territory 
made the land grant of the United States yield so much to its university as Michigan 
did.' 

Ill 1838, the board of regents of the university, desiring to proceed 
rapidly witli the buikliugs, and relying upon the large funds still con- 
fidently expected, obtained from the legislature a loan of $100,000. The 
history of the whole transaction is a curious one, and a rare example of 
the eifects of disorganization. The loan was negotiated July 1, 1838. 
The legislature soon exhibited its interest in the university by relieving 
the board from the direct payment of the interest and in other ways 
assisting the institution. The message of Governor Felch, iu 181G, shows 
the method of relief and how the principal of the loan was rapidly 
diminished. 

The university fuud, at an early day of its existence, becauie indebted to the State 
for a loan of $100,000, and the interest of this debt has been liquidated from the in- 
terest received annually on the fund. The acts of the legislature, approved February 
28, 1844, and Marcli 11, 1844, authorized the State treasurer to receive certain prop- 
erty and State warrauts belougiugto the university fund, and to credit the same on 
this loan, and also authorized the sale of university lands for internal improvement 
wai'rauts, which were to be paid into the State treasury and credited in like manner. 
The efl'ect of these provisions has been materially to aid iu relieving the fund from 
its embarrassments. The amount received from the State under these provisions and 
credited to the university fund is $56,774.15, leaving due to the State from that fund 
for principal $43,222.60.^ 

Governor Eansome, in a message two years later, stated that the debt 
had been reduced to about 820,000. in 1850, the finance committee of 
the board announced that the debt had been practically liquidated in this 
manner. For some years following there was discussion about the 
matter, and it has resolved itself into aijuestion of bookkeeping on which 
iliflerent experts have had differing opinions. Doubtless the system of 
rotation in office, put into full career by the constitution of 1851, had 
the effect of obscuring matters of detail in the financial status of the 
university. Information was not inheritable, and the anomalous gov- 
ernment of the university before the adoption of the new constitution 
left many matters in a somewhat unintelligible plight. There is no need 
of discussing the arithmetical problem as to how much was gained or 
lost by the university in the transaction. That the debt was obliterated 
by the university seems tolerably clear. In 1855 President Tappan 
memorialized the legislature in his own vigorous fashion and pleaded a 
remission of the debt. Governor Bingham in his message, 1857, recom- 



' University of Michigan, Semicentennial, p. U5G. 

^ Joint documents, 184(i, p. 15 ; see, also, Ten Brook, Am. State Uni., etc. ; Knight, 
Laud Grants, etc., p. 143. Ten Brook gives statement of the State officer. 



28 IIIGIIEK EDUCATION IN MICHIGAN. 

mended that the principal then becoming due bo paid by the State "so 
that the noble institution, in the prosperity of which every citizen of 
Michigan feels a deep interest and pride, shall be entirely relieved from 
embarrassment and debt." The course of legislation in regard to this 
somewhat obscure matter can be traced through the State laws. Feb- 
ruary 12, lS5.'i, the auditor-general was required to credit the university 
fund with the entire interest uj)on the whole amount of university land 
sold — the act to be limited in operation to two years.' Like measures 
were passed in 1855 and 1857, and in 1859 2 the limitatiou of 2 years was 
omitted from a similar act. The result is that at the present time the 
university receives interest from the State upon a fund equal to the 
whole amount received from the sale of the university laud. 



' Michigan Laws, 1853, p. 85. 

* Ibid., 1855, p. i:!i»; 1857, p. 154 ; 1859, p. 397. 



CHAPTER III. 

ORGANIZATION AND PROGRESS OF THE UNIVERSITY IN 
TERRITORIAL PERIOD. 

It was suggested in the first chapter that the people of Michigan 
seemed suddenly to awaken to their educational necessities about 1817. 
Various articles in the Gazette called the attention of American and 
Frenchmen to the subject of schools aud colleges. The Territory then 
had within its limits some six or seven thousand people; but the im- 
agination of Judge Woodward was at no time limited by present appear- 
ances or restrained by present necessities. It was he who devised the 
wondrous cobweb arrangement of the Detroit streets, a plan that 
is a weariness to the feet of the stranger and a perplexing problem to 
his mind ; and of like wondrous formation was his plan for a university. 
His curious nature certainly caused him to give utterance to the va- 
garies of apparent aberration. But no one who looks into his career 
with care can see aught but a stubborn aud arrogant disposition, lighted 
up with flashes of a too brilliant imagination. And yet, in spite of a 
facetiousness which was often untimely, he had, witlial, a grasp of 
aftairs aud a dignity and pose in his position which made him at times 
invaluable in the history of the Territory. No one but sturdy, stub- 
born, fanciful and wise old Judge Woodward could have maintained 
with so much persistence the rights of the citizens during Proctor's 
command of Detroit in the dreary days of the War of 1812, and no 
one but he, on the other hand, could hav'e continued the disgraceful 
bickerings of Governor Hull's administration. And so the man, with 
his curious combination of wisdom and folly, proposed the following 
astounding scheme for a university. One sometimes thinks that his 
love of drollery must have proved too much for his discretion. But 
undoubtedly he presented the plan in good faith, and on the 26th of 
August, 1817, the governor and Judges, in the plenitudeof their wisdom, 
arose to the following pitch of legislation. 

AN ACT to establish the Cattaolepistemiad, ur ITuiversity of Michigania. 

Be it enacted by the Governor and Judges of the Territory of Michigan, That there 
Bhall bo in the said Territory a catholepistomiad, or university, denominated the 
catholepistciniad, or university of Michijfania. The catholepistemiad, or university 
of Michigania, sliall lit- composed of thirteen didaxum or professorships: Tirsf, a di- 

2y 



30 HIGHER EDUCATION IN MICHIGAN. 

daxia, or professorship, of catholepistemia, or universal science, the didactor, or pro- 
fessor, of which shall be president of the Institution; second, a didaxia, or profes- 
sorship, of anthropoglossica, or literature, embracing all the epistemiun, or sciences 
relative to language; third, a didaxia, or professorship, of niathematica, or mathe- 
matics; fourth, a didaxia, or professorship, of physiognostica, or natural history; 
fifth, a didaxia, or professorship, of physiosophica, or natural philosophy; sixth, a 
didaxia, or professorship, of asfcronomia, or astronomy ; seventh, a didaxia, or profes- 
sorship, of chymia, or chemistry ; eighth, a didaxia, or professorship, of iatuca, ormed- 
ical sciences; ninth, a didaxia, or professorship, of ceconoraica, or economical sciences; 
tenth, a didaxia, or professorship, of cthica, or ethical sciences; eleventh, a didaxia, 
or professorship, of polemitactica, or military sciences; twelfth, a didaxia, or profes- 
sorship, of diegitica, or historical sciences ; and thirteenth, a didaxia, or professorship, 
of ennocica, or intellectual sciences, embracing all the epistemum, or sciences, rela- 
tive to the minds of animals, to the human mind, to spiritual existences, to the deity, 
and to religion, the didactor, or professor, ^f which shall be Vice-President of the 
Institution. The (didactors, or) professors, shall be appointed and commissioned by 
the Governor. There shall be paid from the treasury of Michigan, in quarterly pay- 
ments, to the President of the Institution, and to the Vice-President, and to each di- 
dactor, or professor, an annual salary, to be fixed by law. More than one didaxia, or 
professorship, may be conferred upon the same person. The president and didactors, 
or professors, or a majority of them assembled, shall have |)ower to regulate all the 
concerns of the institution, to enact laws for that purpose, to sue, to bo sued, to ac- 
quire, to hold, and alien, property, real, mixed, and personal, to make, to nse, and 
to alter a seal, to provide for and appoint all such officers and teachers under them 
as they maj' deem necessary and expedient ; to establish colleges, academies, schools, 
libraries, mu8;«nms, athenanims, botanic gardens, laboratories, and other usefnl liter- 
ary and scientific institutions consonant to the laws of the United States of America 
andof Michigan; and to provide for and appoint directors, visitors, curators, libra- 
rians, instructors, and instructrixes, in, among, and throughout the various 
counties, cities, towns, townships, and other geographical divisions of Michigan. 
Their name and style as a corporation shall bo " The Catholepisteniiad, or University 
of Michigania." To every subordinate instructor and instrnctrix appointed by the 
catholepistemiad, or university, there shall bo paid from the treasury of Michigan, 
in quarterly payments, an ainuial salary to bo fixed by law. The present public 
taxes are hereby increased fifteen percent., and from the proceeds of the present and 
all future public taxes fifteen per cent, is appropriated for the benefit of the catho- 
lepistemiad, or university. The Treasurer of Michigan shall keep a separate account 
of the university fund. The catholepistemiad, or university, may propose and draw 
four successive lotteries, deducting from the prizes in the same fifteen per centum, 
for the benefit of the institution. .The proceeds of the preceding sources of revenue, 
and of all subsequent, shall be applied in the first instance, to the procurement of 
suitable lands and buildings, and to the establishment of a library, or libraries, 
and afterward to such purposes as shall bo by law provided for and required. The 
honorarium for a course of lectures shall not exceed fifteen dollars, for classical in- 
struction ten dollars a quarter, for ordinary instruction six dollars a quarter. If the 
judges of the court of any county, or a majority of them, shall certify that the parent, 
or guardian, of any person has not adequate means to defray the expense of suitable 
instruction, and that the same ought to be a public charge, the honorarium shall be 
paid from the treasury of Michigan. This law, or any part of it, may be repealed by 
the legislative power for the time being. An annual report of the state, concerns, 
and transactions of the institution shall be laid before the legislative power for the 
time being. 

The same being adopted from the laws of seven of the original States, to wit, the 
States of Connecticut, Massachusetts, New Jersey, New York, Ohio, Pennsylvania, 



UNIVERSITY OF MICHIGAN IN TERRITORIAL PERIOD. 31 

and Virginia, as far as uecessary, aud snitable to the circumstances of Michigan, at 
Detroit, ou Tuesday, the 26th day of August, in the year of our Lord one thousand 
eight hundred and seventeen. 

William Woodbridge, 
Secretary of Michigan and at present Acting Governor thereof. 

A. B. Woodward, 
Presiding Judge of the Supreme Court of the Territory of Michigan. 

John Griffin, 
One of the Judges of the Territory of Michigan. 

This seems to us now simply a historic cnriositj'. Of course the 
direct Influence of sucli legislation can not be traced with exactness. 
Yet one may say with confidence that this broad conception of edu- 
cation and the means of its best advancement had its influence 20 
years later, when the more definite plans were drawn and more definite 
steps taken for the establishment of the university. This " Catho- 
lepistemiad" was too'noblein its breadth and comprehensiveness to be 
entirely disfigured by the fiintastic additions of an inexplicable pedan- 
try. The closing sentence, to the effect that the act was adopted from 
those of sevend States, illustrates how easily that mandatory provision 
of the ordinance was avoided. Governor Cass, it will be noticed, did 
not sign the act. He seems at that date to have been absent on a 
journey to Washington accompanying President Monroe, who had vis- 
ited Detroit on a tour of inspection of the northern fortifications. 

The two persons to whom were intrusted the fortunes of this embry- 
onic institution, already christened with such an overwhelming name, 
were two clergymen of different and often antagonistic denominations. 
There is no evidence of anything except harmony iu their relations with 
each other. Father Richard, already mentioned, was a devout priest 
of the Koman Catholic Church, who, iu various worksof religious and 
secular nature, endeared hiuiself to the people of the Territory and won 
their confidence and esteem. Ue was born in France in 1704; before 
the end of the century lie came to the United States, and soon to De- 
troit, where he remained, doing good in various directions and interest- 
ing himself coutinually in the affairs of the people around him. He was 
one of the victims of the cholera of 1832. With characteristic courage 
and compassion lie visited tlic bedsides of the sick, alleviating sufter- 
iugs as best he might, until he fell himself under the scourge. 

John IMonteith was the Presbyteriau minister of Detroit, a man of 
culture and of general education. Flis training had well adapted him 
for the duties of his profession, and his iulluenco is discernible in the 
organization and development of educational affairs in the Territory. 
He afterwards held a professorshii) at Hamilton College. 

This union of two ecclesiastical faiths, their representatives working 
together in harmony and wisely, is perhaps, as has been suggested, " a 
happy prophecy of the truly liberal spirit which was subsequently to 
guide iu the conduct of the university.*" 



' University of Michigan, Soinicentcnnial, p. 157. 



32 HIGHER EDUCATION IN MICHIGAN. 

The "Catbolepistemiad" had neither students nor endowment, in- 
deed little save a wordy plan for a wonderful organism ; but something 
of a practical nature was accomplished. Mr. Mouteith was made presi- 
dent of the institution and given seven jirofessorships, and Father Rich- 
ard was honored with six others. The salary for a professorship was 
fixed at $12.50 a year, and so the president would have the magnificent 
income of $87.50 per year, not counting the suras he might receive as 
honoraria from possible students. The other i)rofessor of six branches 
would have $75 per year. The corporation secured a site for a school in 
Detroit, let a contract for the erection of a building, and in a year from the 
date of the statute of organization had the lower story occupied with a 
systematic English school, and a portion of the second story with a clas- 
sical school, and another with a library.' It will be noticed that the plan 
included the establishment of schools and other sources of popular 
enlightenment and education. Judge Woodward first put into this 
grotesque statute the idea that has had so much influence in the State — 
that the system of education should be one system ; that there should 
be an organic connection between the primary and secondary schools 
and the university ; that the whole structure should be symmetrical. 
He saw clearly the truth that there is no need of a superstructure with- 
out a foundation, and of little comparative use is a foundation without a 
superstructure. 

In accord with this comprehensive plan the president and professor 
set about establishing branch schools and variously building up the 
educational facilities of the Territory. Several regulations were made 
and promulgated as decrees by this small but energetic faculty. Pri- 
mary schools were instructed as to subjects to be taught, and schools 
w^ere established in Detroit, Mackinaw, and Monroe. It was enacted 
that the French, Latin, and Greek languages, anti(|uities, English gram- 
mar, composition, elocution, mathematics, geography, morals, and orna- 
mental accomplishments be the curriculum of the classical schools ; 
and this same faculty, so diversely constituted religiously-, one might 
think, enacted that the Scriptures should be read throughout the course. 
In October, 1817, there was established in Detroit a college known as the 
" First College of Michigania." Aid was received for the work from 
voluntary subscriptions by the citizens of Detroit, and the funds at the 
disposal of the faculty were increased by the transference of a consid- 
erable sum which had been originally sent from Montreal and Macki- 
naw for the relief of the sufferers by the lire of 1805. 

By the law of 1821 the Catholepistemiad became the University of 
Michigan. Other changes were made superseding the nomenclature and 
the system contained in the wordy, but far from useless, statute of 1817. 
The general impression that this statute of Judge Woodward was sim- 
ply a verbal monstrosity containing more sound than sense, and to be 
called to mind as a mere historic curiosity, which had no intiuence and 

'From MS. of John Mouteith, quoted iu "American State Universities," p. 98. 



UNIVERSITY OF MICHIGAN IN TERRITORIAL PERIOD. 33 

traiismitteil no mouieiituui, is au impression to be forgotten, dne, as it 
is in most instances, to a lack of appreciation of the scope of the plan 
and of the fact that the University of Michigan, established by the act. 
of 1821, was only the transformed Catholepistemiad, and indeed not 
so much transformed as merely rcclothed and rechristened. The act of 
April 30, 1821, repealed the act of 1817 and gave into the hands of a new 
board, composed of twenty-one trustees, of whom the governor was to 
be one, the control of the funds in the possession of its predecessor. 
It continued the comprehensive scheme of general control and common 
organization of educational matters, and, moreover, intrusted to the 
board the management of land grants, already mentioned, of 1804 and 
of the treaty at Fort Meigs in 1817. 

During the 16 years that followed very little was done in the direc- 
tion of higher education. The land grants were cared for, as has been 
shown in the preceding chapters, and the board continued a supervising 
care over the schools and academies already organized under the direc- 
tion of the faculty of the Catholepistemiad. But the " Lancasterian" 
school in Detroit, as well as the classical school, soon became dej)endent 
for its support upon fees received from the pupils. The importance 
of this intermediate existence is apparent from the ff^ct that when the 
university began an actual existence good schools were preparing suit- 
able students. 

The organizati(jn of the university upon the entrance of Michigan , 
into the Union will next claim our attention. It may be well, however, 
to state clearly here the fact already suggested, that the University of 
Michigan has had a continuous corporate existence since 1817. So the 
supreme court decided, in a decision rendered in 1856 on an action of 
ejectment brought by the regents, the validity of whose claim depended 
upon their identity with the board of 1821. And above all, it is worth 
while again to state that the system of education which has done so 
much for Michigan, contemplating an organic connection between high 
and low, between primary school and university, has been in existence 
ever since it took form in the unique, absurd, admirable statute of 1817.' 



' While wo are celebrating to-ilay the seinicontenuial of the present form of the 
orj^anizatiou of the university, let n6 not forget that, without impropriety, a semi- 
centennial celebration might have been held 20 years ago ; that a Just conception of 
the functions of a university was at least 70 years ago matlo familiar to the citizens 
of Micliigau; that what may be tcrnuMl the Michigan i<lca of a university was never 
entirely CorgoMeii from that day until now ; and, therefore, that the memory of the 
lathers who framed the charier and nourished the feeble life of tliose earlier univer- 
sities should 1)0 cherished by us to-day and l»y our descendants forever. — (Univei'sity 
ot Miihi.;an, Semicentennial, p. 159, President Angell's oration.) 

713— No. 4 3 



CHAPTER IV. 
ORGANIZATION OF THE STATE UNIVERSITY. 

Tt is not within the province of this sketch to go into the history of 
the struggle of Michigan for statehood. The people of the whole State 
were aroused by the contention, and all were interested in politics 
and constitution -making. This fact largely accounts for the high 
standard of intellectual vigor and acuteness of those who formed the 
first constitution and guarded the organizing of the new State. Proba- 
bly an unusual number of these men were men of education and of 
generous and liberal conceptions. Certainly they had an appreciation 
of broad measures and a comprehensive system of popular education. 
To Isaac E. Crary, chairman of the committee on education in the con- 
stitutional convention, may bo attributed much of the wisdom of the 
convention in its establishment of an educational system. He had, 
it seems, made a study of Cousin's famous report on the Prussian 
system of education, and he had been impressed with the scope and 
symmetry of the plan. With such conceptions in his mind he framed 
an article on the subject of education, which was incori)orated into the 
first State constitution. ^ The plan contemplated a library for each 
township in the State, the establishment of common schools, and a 
university. 

Provision was made for the appointment of a superintendent of pub- 
lic instruction, an oflicer whose duties are now not unfamiliar, but then 
unknown to any one of the States of the Union. The article also defi- 

1 Tbo following sketch of Mr. Crary is taken from President Angell's oration, de- 
liverod at the semicentennial celebration, in 1887. Tbo facts -wero obtained by liim 
from Mr. Crary's widow, then resident in Marshall, Mich. 

"Isaac Edwin Crary was born at Preston, Connecticut, October 2, 1804. IFo was 
I'ducated at Bacon Aca<lemy, Colchester, and at Washington (now Trinity) College, 
Hartford. He graduated from the college in its first class, 1&2'J, with thchigliest lion- 
ors of the class. For 2 years he was associated in the editorial work of the New Kug- 
land Peview, published at Hartford, with George D. Prentice, subsequently the well- 
known ediror of the Louisville Journal. He came to Michigan in 1832. He was Del- 
egate to Congress from the Territory of Michigan and was the first Representative 
of the Slate in Congress He was once speaker of the Michigan house of represent- 
atives, and was a member of the convention which drafted the first constitution of 
the State. He was the author of the enacting clause of Michigan laws, The People 
of the State of Michigan enact. He died May 8, 1854." 
34 



ORGANIZATION OF THE STATE UNIVERSITY. 35 

iiitely described the duties of the legislature with regard to the lands 
granted for the support of the university. The funds accruing from 
the rents or sale of such lauds the article declared — 

Sball be aud remain a permanent fund for the snpport of said university, with 
such branches as the public convenience may hereafter demand for the promotion of 
literature, the sciences, and the arts, and as may bo authorized by the terms of such 
grant. 

The ordinance of admission, as already stated, gave lo the State the 
seventy-two sections granted in the act of ]\Iay 20, 1826, aud the legis- 
lature began the management aud control of the lands, with the conse- 
quences outlined in the second chapter of this monograph. 

Even before Michigan was admitted into the Union steps were taken 
to put the new constitution into etiect. Doubtless at the suggestion 
of Mr. Crary, the governor appointed Rev. John D. Pierce the first 
■ Superintendent of Public Instruction.' It was he who had put into 
Mr. Crary's hands Cousin's Eeport, and the two friends had talked 
over together questions of educational interest. To this man was now 
given theopportunity of bringing the theoretical measures to a practical 
realization, and the occasion Avas not master of the man. He combined 
rare philosophical grasp with genuine practical sagacity, and at once 
began the duties of a new ofiBce in a way that inspired confidence and 
had immediate efiect. "Eleury Barnard," says President Angell, "did 
no more for the schools of Rhode Island, nor Horace Maun for those of 
Massachusetts, than John D. Pierce did for those of Michigan." He 
lirst visited the East to converse with men versed in educational mat- 
ters, and returned to outline a comprehensive scheme for the establish- 
ment of the university. This was embodied in an act i)assed by the 
legislature ]\rarch IS, 1837. The object of the university was declared 
to be to provide the inhabitants of the State with the means of acquiring 
a thorough knowledge of the various branches of literature, science, and 
the arts. The government of the university was vested in a board of 
regents to consist of twelve members and a chancellor, who was ex 
officio president of the board ; the members were to be appointed b}- the 
governor, by and with the advice and consent of the senate. The gov- 
ernor, lieutenant-governor, judges of the supremo court, and chancellor 
of the State were cxofficio members of the board. The regents had 
power to enact laws for the government of the university; to appoint 
professors and tutors; to \\x salaries, aiul to ajjpoint a steward and fix 
the amount of his salary. Section H of this law, embracing as it does 
nearly the present development of the university, may well be given in 
full : 



' Mr. Pierce graduated at Brown University in 18J2, and came to Michigan as a 
jireacher in the service of the Presbyterian Home Missionary Society. He was super- 
intendent of Public Instruction in Michigan from 18:56 to 1841. He died April 5, 1882, 
aged eighty-five. — (University of Michigan, Semicentennial, i>. 161.) 



36 HIGHER EDUCATION IN MICHIGAN. 

The university shall consist of three departments— 

1. The department of literature, scieuce, and the arts. 

2. The department of law. 

3. The department of medicine. 

In the several departments there shall be established the following professorships: 
In the department of literature, science, and the arts, one of ancient languages; 
one of rhetoric and oratory ; one of philosophy and history, logic, and the philoso- 
phy of the human mind; one of moral philosophy and natural theology, including 
the history of all religious; one of political economy; one of mathematics; one of 
natural philosophy ; one of chemistry and pharmacy ; oue of geology and miueralogy ; 
one of botany and zoology ; one of fine arts ; one of civil engineering and architec- 
ture. In the department of law, one of national, international, and constitutional 
law; one of common and statute law and equity: one of commercial and maritime 
law. In the department of medicine, one of anatomy; oue of surgery; one of 
physiologj' and pathology ; one of practice of physic ; oue of obstetrics and diseases 
of women and children ; one of materia medica and medical jnrisprndence: Provided, 
That in the first organization of the university the regents of the university shall so 
arrange the professorships as to appoint such a number only as the wants of the iu- 
stittition shall require, and to increase them from time to time as the income of the 
fund shall warrant and the public interests demand: Provided aluaya, That no new 
professorships shall be established without the consent of the legislature. 

By succeeding- sections the government of the internal affairs of the 
university was laid down, in most respects such as it still continues to 
be. The regents were given power to regulate the course of instruction 
and prescribe, under the advice of the i)rofessors, the books to be used 
in the various departments and to give api)ropriate degrees. And they 
had power also to remove any professor or tutor if they deemed such 
removal for the best interests of the university. The act likewise pre- 
scribed that the fee of admission should never exceed 8l<>, while tuition 
should be entirely free to residents of the State. The regents, with 
the superintendent of public instruction, were authoiized to establish 
branches of the university, and it is noteworthy that this act made it 
incumbent on the board to establish, in connection with every such' 
branch, "an institution for the education of females in the higher 
branches of knowledge," whenever suitable buildings were in readi- 
ness. It appears, therefore, that the idea of coeducation had its well- 
developed germ in the first act passed by the State legislature for the 
establishment and organization of the university. 

The board of regents at their first meeting asked for several amend- 
ments to the act, and such amendments were made. By the amended 
act, the board was authorized to elect a chancellor not a member of 
the board, and to prescribe his duties.' The governor of the State was 
made ex-officio president of the board, and the board were allowed to 
establish branches without obtaining further authority from the legis- 
lature. It was also made permissible to expend at once, from the 
interest arising from the university fund, as much as might be neces- 
sary to purchase philosophical and other ap])aratus, a library, and cabi- 
net of natural historv.^ 



» Michigan Laws, 1837, p. 308. ^Jbid., p. 309. 



ORGANIZATION OF THE STATE UNIVERSITY. 37 

Noiliiiig is more apparent iu all this legislatiou than the breadth and 
comprehensiveness of the plan. Some ciiauges iu detail have been 
made as developments made them necessary, but the university is still 
going forward and upward, under the guidance of this noble ordiuauce 
which has continually served to guide and direct rather than to limit 
or prescribe. 

To^suppose [said Mr. Pierce] that the wants of the State will uot soon require a 
supcrritrnchire of fair proportions, on a foundation thus broad, would be a severe 
retlectiou on the foresight and patriotism of the ago. * * » Let the State move 
forward as inosperously for a few years to come as it has for a few years past, and 
one-half of the revenue arisinj? from the university fund will sustain an institution 
on a scale more magnificent than the one proi)Osed, and sustain it too with only a 
merely nominal admittance fee. * * » t[h. iustitntiou then would present an 
anomaly iu the history of learning — a university of the first order, open to all, 
tuition free.' 

In regard to the advisability of establishing a State university he 
thus speaks : 

In respect to the assertions that State institutions do not and can not flourish, it 
may safely be afidrmed that the history of the past proves directly the reverse. The 
oldest and most venerable institutions iu our laud are emphatically State institu- 
tions; they were planted, came up, increased in stature, and attained to the maturity 
and vigor of manhood under the guidance and patronage of the State. The same is 
true of nearly all European universities; they are State institutions, founded, sus- 
tained, and directed by the State. 

It would be interesting and instructive to give all the statements and 
arguments of this wise educator, but that can not be done here. His 
efiorts are clearly enough seen in the university as it now stands, its 
breadth and capabilities largely due to his generous comprehension. 

It will be noticed that the plan of the statute above mentioned in- 
cluded the founding of various branches throughout the State. Such 
schools were to serve as preparatory schools and as normal schools for 
the training and education of teachers. The superintendent, with his 
optimistic view of the university fund, recommended that a branch be 
established in every county, each branch to have means for giving ;in 
education of some thoroughness iu literature and science, besides 
having a department of agriculture and a female seminary as soon as 
practicable. It is apparent that had it been possible to carry out this 
scheme there would have been a college in each county iu the State, 
its affairs i)resided over by a central university, and all this main- 
tained on the interest of a fund ot $1,000,000, which Mr. Pierce still 
fully believed would, be realized from the sale of lands. Steps were 
taken June 21, 1837, to start eight of these branches, and nine seem to 
have been established in all, before the board decided on their discon- 
tinuance entirely. It was seen that the university would be hampered 
in its development by attempts to support subordinate schools in va- 
rious parts of the State, and after 1849 they disappeared from the 



Senate documents, 1837, p. 61. 



38 • HIGHER EDUCATION IN MICHIGAN. 

arena of university interests. The regents asserted, and the reasoning 
seems good, that it was beyond even the power of the legislature to 
authorize the use for intermediate schools of funds granted by Congress 
for the support of a seminary of learning. Not oidy were they a burden 
on the university because of the expense in providing for them, but 
there was danger at one time that the branches would absorb the inter- 
est of the people and be considered the end rather than the approaches 
to a college education. Many gravely asserted that they did more good 
than the university itself, and that every reasonable effort should be 
made to extend them and to increase their means of usefulness. It is 
with the feeling that a great danger has been escaped that we read of 
the action of the regents between 184G and 1840, and we feel relieved 
when we hear no more of these branches, which threatened to sap the 
very life-blood of the university, and to give Michigan a host of rival 
acephalous colleges rather than one large and comprehensive univer- 
sity. And yet these branches did a good work of preparation, and 
the towns and cities where they had not been established hastened, 
when there was no hope of such aid, to establish high schools, which 
have now become the great feeders of the university. They are in- 
timately connected with that institution ; not so closely that all local 
pride and generous emulations are unknown stimulants; not so closely 
that local peculiarities and (k'siral)le individualities are unknown, and 
yet so closely that there is an evident connection between them, and 
a division of labor for the best interests of both. 

A peril akin to the one arising from the establishment of branches 
was involved in a plan for the distribution of the income of the funds 
among various colleges, which were to be planted in different i)arts of 
the State. Such a bill at one time actually passed the senate and was 
defeated in the house by only one vote. The efforts of Mr. Pierce may 
be credited with averting destruction from the university, for he 
had obtained from leading educators of the country statements strongly 
in favor of concentration as opposed to distribution and consecpient 
dissipation. 



CHAPTER V. 

THE UNIVERSITY FROM 1837 TO 1852. 

March 18. 1837, the act establishing- the uuiversity was approved. Oq 
the 20th of that mouth an act locating the university at Ann Arbor was 
approved. The Ann Arbor Land Company had granted gratuitously 
40 acres of land as an inducement for settlement there. On the oth of 
June the first meeting of the board of regents was held in Ann Arbor.^ 
A great deal of discussion and planning and devising seems to have 
occupied the attention of the board at this meeting. Schemes were 
spoken of which could not be put into being for many years to come, 
and various were the devices for the future. The regents began their 
duties with commendable zeal, their enthusiasm indeed carrying them 
to the very verge of destructive legislation. The board was composed 
of men who had little or no experience in educational matters. Mr. 
Crary was perhaps the only one who had ever studied the subject of 
education. Mr. Schoolcraft was a man of literary and scientific train- 
ing. 

The influence of Mr. Pierce is again discernible in tempering with 
wisdom the hasty and overambitions designs of tlie board. This first 
board determined u[)on the erection of a building, which was, as Mr. 
Pierce tells us, of a " truly magnificent design, and would in that day 
have involved an expenditure of half a million dollars." Had it not 
been for the refusal of the superintendent to agree to these plans the 
board would have committed itself to the expenditure of one-half the 
sum hoped for and of the wholc! sum actually realized from the sale 
of the university lands. Great excitement and even anger were the 
results of Mr. Pierce's refusal, but he remained steadfast in his o[)posi- 
tiou, and new plans were agreed ui)on. He insisted that able teachers, 
scientific collections, museums, and libraries were the essentials of a 
great university, not monstrous buildings of bricks and mortar. With 
the $100,000 loaned to the board by the State, four professors' houses 
were built on the campus,, which are now used for various purposes, one 



'Tliatilay may, perhaps with aa uiucU ])i()prioty as any, be considercil tbo uatal 
day of the present organization of tlie nniversity, (University of Michigan, Semi- 
centennial, p. KJl.) 

39 



40 HIGHER EDUCATION IN MICHIGAN. 

of them ouly being used as a 'dwelling. About the same time the 
building now known as the north wing was completed. There is no need 
of suggesting that these buihliugs were not of a "truly magnificent 
design," yet thus with the expenditure of a reasonable amount of money 
suitable buildings were finished and the doors of the university were 
opened for students in September, 1841. 

One of the very first acts of the board was to secure a collection of 
minerals offered for sale by Baron Lederer and now known as the Led- 
erer Collection. For this collection was paid the sum of $4,000; and 
this expenditure, the first of the university, was soon followed by the 
purchase for $970 of four folio volumes and four octavo volumes com- 
posing Audubon's Ornithology. These purchases were made before a 
building was read;y to receive the collection, before, in fact, a building- 
committee was so much as appointed. Br. Houghton, the State geol- 
ogist, sent specimens secured by him in his researches, as did Ur. 
Sager and Dr. Wright, who represented the botanical and zoological 
departments of the State survey; and so, before there were students, 
the university had in its possession a number of valuable collections, 
which formed the basis of the present museum of so much importance 
iu later collegiate work. The books which the university should have 
inherited from its former self at Detroit were not transferred until 1809, 
but in 1840 some 3,700 voUiuies arrived iu Ann Arbor and formed t'ho 
nucleus of the present library. This was undoubtedly a valuable col- 
lection, selected with rare discrimination and judgment. July 17, 1838, 
the board of regents bestowed the first professorship on Dr. Asa 
Gray, who afterwards, iu Harvard University, added so much to scien- 
tific knowledge. He was at that date made professor of botany and 
zoology, and a little later he was given by the board the sum of $0,500, 
of which he was to spend $5,000 in books for the university while 
absent in Europe on a contemplated visit. The 3,700 volumes were 
the fruits of his purchase. In April of 1842 the board, by a committee, 
inquired of Dr. Gray if he wouhl consent to a suspension of his sahiiy 
for a year. He agreed to the request and his connection with the Uni- 
versity of Michigan was ended. To him may justly be given the credit 
of beginning the library of the university. 

Because of many interruptions and financial difficulties the board was 
unable to open the university for students before the autumn of 1841. 
There were various complaints and reproaches because of this delay. 
Students who had been prepared in the branches and other schools of 
the State went elsewhere for their college course and there was a popu- 
lar demand for the opening at Ann Arbor. July 22, 1841, the following 
resolutiou was passed : 

Resolved, That the resolution adopted on the 8th instant, in reference to the organ- 
ization of a hrauch at Ann Arbor be so far modified as to authorize the organization 
of the university at Ann Arbor by the appointment of a professor of languages, who 
shall perform the additional duties prescribed iu the resolution hereby uioditied. 



THE UNIVERSITY PROM 1837 TO 1852. 



41 



George P. Williams was given the professorship here mentioned, but 
he was soon removed to the chair of mathematics and Rev. Joseph 
Whiting Avas made professor of languages. The former of these men 
was at that time principal of the Poutiac branch and the latter princi- 
pal of the Niles branch. Mr. Colclazer, who had been appointed libra- 
rian by the board at its first meeting, was also now on hand, ready for 
the performance of his duties. 

In August of this year the requirements for admission were published, 
as follows : 

Applicants for admission must adduce satisfactory evidence of good moral character 
and sustain an examination in geograph3% arithmetic, the elements of algebra, the 
gram'^iiar of the English, Latin, and Greek languages, the exercise and reader of An- 
drews, Cornelius Nepos, Vita Washingtonii, Sallust, Cicero's Orations, Jacob's Greek 
Reader, and the evangelists. 

The faculty of two received in September six students, and the Uni- 
versity of Michigan began its actual work. 

It is perfectly evident from the requirements for admission that the 
" department of literature and science and the arts" began as a college, 
and did not, as many others, struggle upward to collegiate standing. 
Greek and Latin, mathematics, astronomy, physics, and metaphysics 
constituted, with little besides, the typical course of the typical Eastern 
college. Almost immediately a broader course was offered in the new 
university. The faculty announced that they could see no reason in 
confining all students to precisely the same a^thors. A course of study 
was prepared which certainly had the attribute " disciplinary." 

Course of study pahlislied in the catalogue of 1843-'44. 



Year. 


Term . 


Language and literature. 


MatKematics and physics. 


Intellectual and moral 
science. 


' 


1 


Folsom's Livy, Xenophon'.s 
Uyropat'dia and Anabasi.s. 


Bourdon's Algebra i 


1 ■; 


2 


Livy finished, Horace, 
Tbucydides, Herodotus, 
Roman antiquities. 


Alffcbra, Legendre'a 
, Geometry, botany. 


, 


1 


3 


Horace iinished. Homer's 
Odyssey. 


Geometry, mensuration, 
applicati<m of algebra 
to geometry. 




■ 


1 


Cicero De Senectute and De 
Aniicitia, Lysias, Isocra- 
tes, Doiuostlieues. 


Plane and spherical trigo- 
nometry. 


Logic. 


2 


2 


Cicero de Oratore, Greek 
tragedy, Grfcian antiqui- 
ties, Newconib's Rhetoric. 


Davies' Descriptive and 
Analytical Geometry. 






3 


Tacitus' Vita Agricoloe 
and Germania, Greek 
tragedy. 


Analytical geometry, 
Bridge's Conic Sec- 
tions. 





42 



HIGHER EDUCATION IN MICHIGAN. 
Course of study puhUshed in the catalogue of ld4;!-'44 — Continued. 



Year. 


Term. 


Language and literature. 


Mathematics and physics. ^''*'^""*^'^^|en^!^ "'"''''' 




1 


Cicero de Oficiis, Greek 
poetry. 


Olmsted's Natuial Phil- Abercrombie's Intellect- 
osophy, zoology. ! ual Powers. 


= -1 


2 


Terence, Greek poetrj, gen- 
eral grammar. 


Natural philosophy, 
chemistry. 


Paley's Natural Tlieology. 




•i 


"WUateley's Rhetoric 


Olmsted's Astronomy, 
chemistry, mineralogy. 




r ' '' 






Stuart's Intellectual Phi- 







Latin languages and lit- 
erature. 




losophy, Cousin* Psy- 
chology. 








Whatelev's Logic, Wav 


' \ 








land's Moral Science, 
Political Grammar. 




3 






Storv on the Constitution, 


I 






Way land's Political 
Economy, Butler's 

Analogy. 



In spite of the most serious difficulties the university contiuued to 
advauce. The first few reports of the regents were discouraging 
and melancholy enough. Students were increasing in numbers, but the 
funds for paying more professors or developing the university in other 
ways seemed not to be forthcoming. lu 1842 the professors were toM 
that there was uo money to pay them, and that tbey might either sever 
their connection with the institutiou or continue with tlie hope of re- 
ceiving remuneration when the board was possessed of the means. 
Nearly all of the small income received was used in paying interest on 
the $100,000 indebtedness, aud during these years, it will be remem- 
bered, the branches were also recipients of the university money. In 
1844, because of some alleviating legislation on the part of the State 
and for other reasons, affairs took a brighter aspect. The faculty re- 
ceived some additions about this time. It consisted in 1844-'45 of 3 
professors and 1 tutor, an assistant in geology and chemistry, aud a 
lecturer. The number of students increased from G in 1841-'42 to 55 in 
]844-'45, and on August C of 1845 the university graduated its first 
class, 11 students being given the degree of bachelor of arts. When 
the college year of 1845-'4G opened the university seemed on the fidl 
tide of success, with a faculty of 6 full professors, an assistant piofessor 
and instructor, and a number of students. These facts iifilicated that 
the university was well known and that its merits were recognized in the 
State. 

With this somewhat detailed statement of the opening of the univer- 
sity it will be necessary to hurry on to a more cursory outline of its 
progress. In 1847 a memorial was presented to the hoanl in reference 



THE UNlVKRSiTY FROM li'.:il TO 1R52. 43 

to the establishment ol a medical department. There was some dis- 
cussion in this year as to the advisability of establishing the law de- 
partment as well. But it was iinally decided that the medical depart- 
ment ought first to be established, and action was taken accordingly. 
A. committee reported at some length as to methods and aims, and 
especially called attention to the necessity of requiring a preparation 
for medical studies which would insure an intelligent conception of 
the physician's work in its intellectual and ethical requirements. The 
medical school was not opened till the autumn of 1850. The faculty, 
composed of 5 professors, had been selected some time before this date, 
and had organized in May by the election of Dr. Sager as their presi- 
dent. 

This department almost immediately entered upon a prosperous ca- 
reer. The first year saw as many as 91 students enrolled.^ The quali- 
fications for admission have not, until recently, been materially altered. 
The department has greatly increased its efficiency in many ways, 
but the change has been almost entirely in increasing requirements for 
graduation, while leaving the requirement for admission unaltered.^ 
The building which, though much enlarged, is still the home of the med- 
ical department, was ready for occupancy at the opening of the school. 
It is interesting to notice that the committee which had the matter of 
establishing the department in charge decided against the legality, not 
to speak of the advisability, of locating the medical department in 
another city. 

Not in all ways was the university successful and prosperous in the 
latter years of the decade of which we are speaking. The number of 
students of the literary .department decreased from 89 "in 1847-'4:8 
till in 1851-52 there were only 57. This diminution was undoubtedly 
partly due to the fact that at about that time the university discon- 
tinued its assistance of the branches, and thus preparation was less ac- 
cessible. 

Part of this was due to the disturbances within the university known 

'.The services of Dr. Zina Pitclier, who liatl beeu ou the board since the orgaoization 
of Ibe university, though valuable in every way, were of special value to the medical 
department at this time aud until his death. That department speedily took the 
rank which it has ever siuce maintained among the leading medical colleges of 
the country. Like the literary department, it has been fortunate in retaining in its 
chairs for more than a generation at least two of its accomplished teachers. — [Uni- 
versity of Michigan, Semicentennial, p. 170. 

^To be admitted to the dcgive of doctor of medicine the student must exhibit evi- 
dence of having pursued the study of medicine and surgery for the term of 3 years 
with some i-espectable practitioner of medicine (including lecture terms) ; must have 
attended two full courses of lectures, the last of which must have been in the medi- 
cal department of the Univerity of Michigan ; must bo 21 years of age ; must have 
submitted to the faculty a thesis composed and written by himself on some medical 
subject, aud have passed an examination held at the close of the term satisfactory 
to the faculty. Such were the requirements for graduation in 1850. 



44 HIGHER EDUCATION IN MICHIGAN. 

cominoiily as the "society war," a difficulty arising from the efforts 
of the faculty to crush out the secret societies, the iutiueuce of which in 
college life was deleterious, it was maintained, to the best interests of 
the students and the institution. The interests and prejudices of this 
contest traveled beyond the confines of the campus, and to some extent, 
at least, affected the prosperity of the university. Students were ex- 
pelled; memorials were presented; a mass meeting of the citizens of 
Ann Arbor demanded a change in the administration of the uni- 
versity; a statement that the faculty were striking at secret societies 
in general aroused secret society men of the whole State in opposition 
to the faculty's action, which was proclaimed to be " an abridgment of 
the rights of man ; " the legislature as well as the regents became in- 
volved in the discussion, and general confusion prevailed. But such 
turmoil was an effect of confusion in the management of university af- 
fairs, which sliowed the need of a simple, single, and consistent policy, 
put into operation by a single and competent head. No such storm 
would have resulted from so slight a cause if in those days there had 
been a wise and conservative director who felt personally the responsi- 
bility for the failure or success of the institution. 

A coming change was foreshadowed in a report of a committe ap- 
pointed in 1840 to inquire into the condition of the university. Their 
report contained a recommendation for the transfer of authority from 
the legislature to the regents, and showed in detail that men qualified 
for general legislation were by no means ipso facto qualified to be guar- 
dians of a great educational institution : 

When legislatures have legislated directly for colleges, their measures have been as 
fluctuating as the changing materials of which they are composed. When they have 
acted under a board of trustees, under the show of giving representation to all, they 
have appointed men of such discordant and dissimilar views that they never could ac* 
in concert, so that, supposed to act for and represent everybody, they, in fact, have not 
and could not act for anybody. What the legislature should attempt in reference to 
the university is, in the opinion of the committee, to put the whole subject into the 
hands of competent men, leaving it with undivided resjionsibility on their shoulders, 
and then the legislature not to meddle v/ith it again except to protect it as guardians, 
not to destroy it as capricious despots. Repeated legislative interference, known by 
experience to be the ruin of a cause like this, would soon dishearten every regent who 
takes an interest or active part in the duties of his ofSce, and the whole plan would 
soon come to the ground. The duties of the regents, in their turn, will be mostly to 
provide the means and apparatus and the like, and to fill the various faculties with 
able men, and throw the undivided responsibility of carrying on the work of educa- 
tion on them. A board of experienced regents can manage the funds of the univer- 
sity better than any legislature ; and the faculty can manage the business of educa- 
tion — the interior of the college — better than any regents.' 

What was the complete effect of this brave and vigorous statement, 
we can not tell. The legislature did interfere with the management of 
university affairs for some 12 years after the rendering of this report. 

' Quoted in Historical and Descriptive Sketch of the University of Michigan, by 
Charles Kendall Adams, p. 13. 



THE UNIVERSITY FROM 1831 TO 1852. 45 

But it seems certain tiiat it did produce some eftect, and that its in- 
fluence was continuously felt, standing forth, as it did, a wise announce- 
ment of a wholesome doctrine. For without the application of this 
principle in the management of the university complications would have 
arisen in the history of the institution, in comparison with which the 
difficulties of the latter part of the first decade of its existence would 
have amounted to very little. This great principle was, however, given 
full efficacy in the new constitution of the State, as far at least as 
legislative interference was concerned. The cognate doctrine, noninter^ 
ference by the regents in the proper domain of the faculty, has up to 
this time been zealously adhered to by successive boards. 

The constitution adopted by the people in 1851 contained the follow- 
ing important provisions: 

There shall be elected iu each judicial district, at the time of the election of the 
judge of Ruch circuit, a regent of tbe university whose terra of office shall be the 
same as that of such judge. The regents thus elected shall constitute the board of 
regents of the University of Michigan. 

The regents of the university shall at their first annual meeting, or as soon there- 
after as may be, elect a president of the university, who shall be ex officio a member 
of their board, with the privilege of speaking but not of voting. He shall preside at 
the meetings of the regents and be the principal executive officer of the university. 
The board of regents shall have the general supervision of the university, and the 
direction and control of all expenditures from the university interest fund.' 

And thus the question of president or no president was emphatically 
answered by constitutional enactment; and the president of the uni- 
versity has been since 1852 a necessary officer of the institution iu 
accordance with a constitutional requirement, a unique instance, if the 
writer mistake not, in the laws governing State institutions. 

The closing days of the board under the moribund constitution were 
cloudy ones. The faculty were quarreling among themselves. Some 
of the regents were displeased with some members of the faculty, and 
to smooth the way for the incoming board it was finally decided to dis- 
miss the whole faculty. The following resolution was carried: 

Mesolved, That in view of the duty devolving upon the board of regents elect to 
reorganize the faculty of arts iu the University of Michigan, and to appoint a presi- 
dent, it is expedient that this board provide for that contingency by determining 
the terms of the existing members of said faculty: Therefore, 

Eesolved, That the terms of office of the present professors of natural philosophy 
and mathematics ; of logic, rhetoric, and history ; and of Greek and Latin languages 
in the university, respectively, terminate and expire at the close of the present aca- 
demic year, or at such other previous time as the board of regents may determine to 
appoint their successors.'' 

This act did not include Professor Fasquelle, who seems to have kept 
wisely aloof from the quarrels in which other members of the faculty 

iThis clause of the constitution has been judicially interpreted to mean that the 
regents are exempt from interference by the legislature, and the regents liave had no 
hesitation in acting according to their own judgment, even if their course was not 
acceptable to the legislature. 

-Quoted in Miss Farrand's Hist, of Univ. of Mich., pp. 85-b6. 



46 HIGHER EDUCATION IN MICHIGAN. 

were iDvolved. While it Las all the appearance of a summary order 
for execution the result of the action was probably to put an eud to 
needless bickerings, and to give to the new board a fair field for its 
efforts. In 1852, therefore, the university began a new era of its exist- 
ence. It is not too much to say that it put on the toga viridis and pre- 
pared for the duties of maturity. The change meant a transfer of the 
management of the university into the hands of men elected because of 
capacity for dealing with educational matters, under the guidance of a 
president whom they in their wisdom might select. The first board had 
done a good work; the wonder is that there had been so much har- 
mony and so much prosperity. Many of the members were astute poli- 
ticians, possessed of cleverness and good political ability, few of them 
had special interest in educational matters, and a diversity of duties 
meant a division of interest and double allegiance. Much had been 
done, but much remained to be done before the university could take 
rank among the great collegiate institutions of the country. 



CHAPTER VL 

PRESIDENT TAPPAN'S ADMINISTRATION. 

The new board of regents entered upon the duties of office on the 
first of January, 1852. The task to which they first gave their atten- 
tion was to determine upon a suitable person for the presidency. The 
university had been without such an officer from the beginning of its 
career, for the former board had quickly decided that a chancellor, 
whom they were permitted to appoint by an amendment to the origiual 
act establishing the university, would prove only a useless incumbent 
of an unnecessary office, and there was, perhaps, a general feeling that 
the title was "totally unsuited to democratic simplicity." 

Correspondence was at once begun, and the corresponding? secretary of 
the board, Mr. Palmer, visited the Bast for the purpose of discov- 
ering the person suited to the needs of the new office. On his return 
to Ann Arbor he recommended the election of Dr. Henry P. Tappan, but 
the board preferred to offer the position to Henry Barnard, whose eflbrts 
in the direction of systematic education in Connecticut and Khode Island 
had already given him a national reputation as an educator. The op[)osi- 
tiou to Dr. Tappau's election was not overcome until the 12th of August, 
his election coming at the end of a long contest, which had not been 
carried on at all times with complete serenity and good feeling. But 
the choice of the board linally fell on a man whose strength of charac- 
ter and personal worth looked down opposition and petty jealousies, and 
and those who had come to object and cavil remained to admire and 
praise.^ 

' Henry Philip Tappau was born at Rhinebeck, on the Hudson, the 18tb of April, 1805. 
At an early age he was cast on his own resources, but by his own efforts succeeded 
in making his way, and at the age of sixteen entered Union College, where ho took 
his degree in 1S25. He there came under the influence of Dr. Nott, whose personality 
left such an ennobling impression on many young men who were students under him, 
and to whose inspiring example may doubtless be attributed the generous enthusiasm 
and broad comprehension in educational matters which characterized his three emi- 
nent pupils, Francis Waylaud, Ateuzo Potter, and Henry Philip Tappau, who have 
jeen happily compared to the triple brood of heroic sons of wise old Nestor. On 
leaving Uuiou Dr. Tappan entered the theological seminary at Auburn, completed 
the course there, and at the age of twenty-three was settled as a pastor of the Con- 
gregational church in Pittsfield, Mass. Obliged, because of physical disabilities, to 
give up pastoral Avork, he accepted, at the age of twenty-seven, llie chair of moral 
and intellectual philosophy in the University of the City of New York. The accept- 

47 



48 HIGHER EDUCATION IN MICHIGAN. 

Almost immediately things began to assume a brighter hue. Presi- 
dent Tappan brought to his taskuot only ability, but enthusiasm and 
inspiring vigor, llis early predilections for Prussiau methods of edu- 
cation he had now the opportunity of testing, and a sense of the diffi- 
culty of the sndertaking served only to sharpen his zeal and whet the 
edge of his resolve. For, although Mr. Pierce had been filled with the 
same ideas of a broad education and a generous culture, in 1852 there 
was little to suggest European methods or to distinguish the university 
from a New England college with its cast-iron classical course. But 
still little or nothing had been done by private corporations toward pre- 
erapting any portion of the broad field of educational work in the State. 
The idea of the Prussian system had been at least planted by the con- 
tinuous assertions of its excellency by the superintendents of j)ublic in- 
struction. The whole system of the State was at least mildly prophetic 
of living relationship between school and college, of the existence in 
fact of a single vital organism. He found encouragement therefore at 
the outset. It is to his especial credit that he discovered what had been 
done, appreciated the successes as well as the failures and the incom- 
pleteness of the past. 

A j'oung, vigorous, free, enligbteuert, and magnauimons people hadlaid the founda- 
tion of a State university ; they were aiming to open to themselves one of the great 
fountains of civilization, of culture, of refinement, of true national grandeur and 
prosperity. 

These were his words. lie at once came into sympathetic relation- 
ship with things as they were, feeling the possibilities they contained 
and seeing the potentialities that were hidden. It is to his credit that 
ideas lying dormant or but feebly expressed were awakened to full, vig- 
orous life at his command. 

I propose then, generally, [sai I he] to follow out the principles you have adopted, 
and perfect manfully your system of education according to those principles. 

ance of this chair seems to have been a turning point in his career. Already in- 
clined to believe that Americau colleges were not doing the work of higher educa- 
tion which it was their province trt do, his experience in actual pedagogical work 
strengthened his belief. He now contemplated the possibility of organizing in Amer- 
ica an institution which should be a true university, affording all the advantages of 
European universities. Leaving his professorship in 1838, he devoted himself for 
some years to literary work. In quick succession appeared Eeview of Edwards's 
Inquiry into the Freedom of the ^Yill, The Doctrine of the Will Determined by an 
Appeal to Consciousness, and The Doctrine of the Will Applied to Moral Agency 
and Responsibility, and in 1844 the Elements of Logic. His mind, eminently 
philosophical, found congenial occupation in this work, and he was hailed in Europe 
by competent judges as one of the greatest of speculative iihilosophers. Victor Cou- 
sin said of his Logic: "It is equal to any work on this subject that has appeared, 
in Europe." In 1851 he published a work on university education, and in 1852 a book 
entitled A Step from the New World to the Old. He returned from a visit to Eu- 
rope iu 1852 and was offered the presidency of the University of Michigan, which he 
accepted. He retained this office uutil 1863. He died at Vevay, Switzerland, Novem- 
ber 15, 1881. 

The foregoing sketch of Dr. Tappan's life was obtained from a memorial discourse 
by Prof. Henry S. Frieze, delivered June 28, 1882. 



PRESIDENT TAITAN's ADMINISTRATION. 49 

He called attention of the peoitle incessantly to tbe fact that the State 
syistein of edncation already adojjted umst needs be made complete by 
the development and complete eqnipment of a university which would 
become the mainspring of the whole. So generous and comprehensiv^e 
were his ideas, so complete in their scope, that the statement of Dr. 
Frieze, though eulogistic, is not exaggeration. 

This imivtirsity, whatever may be its progress towards the highest ilevelopiuent, 
■whatever amplitude it may attaiu in the variety of its departments or the divprsity 
of its learning, will always represent, and can never go beyond the ideal held out be- 
fore it by the lirst president. 

His policy may, perhaps, be succinctly given under six heads :' (1) He 
desired to develoj) the infant institution with its two departments, into a 
genuine university, such as he was familiar with in Germany; "a uni- 
versity worthy of the name, with a capacity adequate to our wants, re- 
ceiving a development commensurate with the growth of all things 
around us." (2) As a great means for the accomplishment of desired 
success, every chair ought to be filled by a man of exceptional ability 
and of thorough training ; the best man in his specialty that could be 
obtained. (3) The reqnirements for admission to the various depart- 
ments of the university should be the same, thus giving to all de- 
partments the culture and broad basis for technical learning which are 
necessary in the life of an ideal university. (4) Recommended changes 
must be made slowly, lest sudden transformation destroy rather than add 
and amend. As soon as possible, however, (5) the present schoolmaster 
methods and strict disciplinary tactics must be discontinued, and such 
work and methods be relegated to the high schools and academies of 
the State. A university should be the home of real university work, 
conducted on real university methods. The fixed four-year course of 
the literary department and its frigid rigidity must give place to a more 
liberal and inspiring system. (6) But while every eft brt must be made to 
elevate the university and extend its curriculum, constant care must be 
taken not to separate the university from the preparatory schools, but 
carefully and considerately to raise the schools and keep that union 
which is absolutely essential to the best interests of both. He urged 
continually upon the legislature and the public that in a State whose 
school system was one the legislature, while dealing generously with 
other schools of the State, should not forget that the university was 
an essential member of the educational body. 

The new president entered upon his duties almost entirely untram- 
mcled by the difidculties of the preceding board and faculty. Dr. Wil- 
liams was reelected to the chair of mathematics and natural philoso- 
pay; James li. Boise became professor of the Latin and Greek lan- 
guages. In December of 1852, Rev. Erastus O. Haven was made profes- 

' See "Tlie University of Michigan," by Charles Mills Gayloy, in Descriptive 
America, August, 1884 ; also Memorial address by Dr. Henry S. Frieze, pp. 31 et seq. 

713— No. 4 4 



50 HIGHER EDUCATION IN MICHIGAN. 

sor of Latin, and Mr. Boise's title was cbauged to that of Professor of 
the Greek language and literature. Drs. Douglas and 8ager were also 
members of the faculty, as well as Mr. Fasquelle, who had retained his 
position amid the turmoils of the succeeding year. 

Almost immediately upon the arrival of the president steps were 
taken, at his solicitation, for the increase of the library. A sura sub- 
scribed by the citizens of Ann Arbor purchased 1,200 new volumes 
The citizens of Detroit gave evidence of newly awakened interest by 
giving $10,000 for an observatory, the chief subscriber to the fund 
being Hon. Henry N. Walker. The observatory was built and equipped 
at an exi>ense of about $22,000, the regents making api)ropriations 
to cover the expenses not met by the gift of the Detroit citizens, who, 
as the work progressed, increased the sum given to $15,000. Professor 
Brunnow, an assistant of Professor Encke, of Berlin, was called to the 
directorship of the observatory. His most eminent pupil was James 
C. Watson, who afterwards became known wherever astronomy was 
studied as a science, and whose brilliant discoveries added so much 
to the sum of astronomical knowledge, as well as to the fame of the 
university with which he was connected for so many years in the capac- 
ity of i)rofessor of astronomy and director of the observatory. 

Steadily, during President Tappan's time, the faculty was increased as 
the increased needs of the growing university demanded. In the 
autumn of 1854 Henry S. Frieze, of Providence, R. I., was elected to 
the chair of Latin, a position he continued to till until his death in 
December, 1889. The influence of Dr. Frieze in i^opularizing classical 
learning in the West, and in bringing the commou schools of the Western 
States to a proper appreciation and recognition of sound literary and 
classical Education, has been gracefully stated in a recent article by 
one who in his younger days was Dr. Frieze's familiar friend and col- 
league. Andrew D. White, since president of Cornell University, be- 
came professor of history and English literature in the autumn of 1857. 
Under the enthusiastic direction of the first professor of history that 
department of the university took abiding form. A.t a time, therefore, 
when scarcely a university or collge in the country was graced with 
such a professorship, precedents of sound learning and enthusiastic re- 
search were ectablished. These were carried out in the spirit of their 
founder, and widely and generously developed by Charles K. Adams, 
who in 1867 succeeded Mr. White in the chair of history, and has more 
rece.itly succeeded him in the work of managing the affairs of the young 
and vigorous university in western New York. 

In 1854, Alexander Winchell was made professor of engineering and 
Corydou L. Ford became i)rofessor of anatomy. Such a list of addi- 
tions to the faculty as were made during President Tajjpan's adminis- 
tration gives the ring of truth to the saying that not stones and mortar 
but teachers and students make the great university. In all these 




No. 5. OBSERVATORY, UNIVERSITY OF MICHIGAN. 



PRESIDENT TAPPAN's ADMINISTRATION. 51 

iiI»i)oiutiueiits the president endeavored to express the principles he 
had advocated from the beginning : 

(1) A chair must be filled with the best possible men. 

(li) The idea which has prevailed in the university that the prof'essor- 
sliips should be divided withsorae equality and fairness among different 
denominations was entirely a wrong one; tbe only proper tests for fitness 
being neither political bias nor sectarian affiliations, but simply good 
character and intellectual superiority. He thus solved the sectarian 
problem. Had the old idea of division among different sects been ad- 
hered to, the difficulties arising from necessarily uneven distribution 
would have been endless, and the result would have been a stultifica- 
tion of the whole State university system. Since President Tappan's 
day occasional jealousies have appeared, but only as transitory phases 
scarcely noticeable in the general progress of liberal views. In these 
later days it may be said that when a person is api)ointed to a profes- 
sorship the last qualification thought of is denominational connection. 
More properly, denominational connections are not considered in the 
list of qualifications. This does not mean that a candidate's attitude 
toward Christianity and morality is. not considered of any importance. 
In the very earliest years of the university it was announced that there 
was danger in sectarian prejudices, and equal danger in an entire disre- 
gard, for the professed religion of the people, who as a free people had 
almost with unanimity avowed themselves Christians. In the wise 
administration of affairs by successive presidents since 1852 an evident 
care has been taken to call to positions of trust in the university men 
whose morality is unquestionable, and whose Christian principles fur- 
nish worthy exain[)les to pupils intrusted to their charge.' 

All through the university was felt the (piickening intiuence of the 
president's faith and hope. Professors and students seemed to catch 
the tire of euthnsiasiu and all entere<l ui)()n their work with a renewed 
zeal and unappeased interest. The internal affairs of the college were 
administered with a broad, free spirit, suited to the life of a great uni- 
versity. Old college customs and petty traditions were gradually put 
aside to make room for newer and larger ideas. Everything, of course, 
was not accomplished, but a great deal was. 

' President Tappan on leaving the uuivensity thus referrerl to his policy and prac- 
tice in regard to appointments: "One thing is certain, no appointment has since 
been made with any reference to denominational connection. After Dr. Brnnuow 
reached Ann Arbor, I, for the first time, asiied him whether he was a Catholic or a 
Protestant, when he informed me that he was a Lutheran Protestant. Dr. Haven, 
who brought Professor Winchell's name before the board of regents, affirmed that he 
was ignorant of his denominational connection. Professor Frieze was known to Ije 
an Episcopalian, but was elected through the instrumentality of Professor Boise, hiu- 
self a Baptist. Dr. Ford and Professor Wood were elecTed while we were entirely 
ignorant of their denominational connection. Messrs. Peck and Trowbridge (from 
West Point) were elected without any knowledge on our part of their religious predi- 
lections. Mr. White, although known {o be an attendant of the Episcopal church, 
was elected on the recommendation of tlio Congregational president and many 
others of tlio Congregational clergymen and professors at New Haven." 



52 HIGHER EDUCATION IN MICHIGAN. 

I doubt if ill tbo sixth decade of this ceutury any other uuiversity in the laud was 
adiuiiiistered in so broad, free, and generous a spirit as this was under Dr. Tappan 
and his liirye-miuded colleagues in the faculties.' 

But there are tbiugs more imi)ortaiit than actual and immediate 
acbievement. Under bis guidam^e the university broke away from old 
moorings and, as time bas gone on, it bas steadily progressed untram- 
nieled by old ties, unhampered by old burdens, tbe impedimenta of 
tbougbtlesa conservatism and prejudice. 

In accordance with his suggestions the dormitories were done aw;iy 
with, most of them in 1856-'57. He had been op posed in this by many 
who could see no advance ment in innovation and to whom a college 
without a dormitory was not a college. But tbe result of Ibe change 
was good. To a certain extent the system of espionage is a necessary 
concomitant of dormitories, and their abolition wiis tbe beginning of 
a broader and more liberal method of discipline. Tlie charm of dormi- 
tory life — for such a charm there doubtless is — wAs exchanged for the 
ordinary life of an ordinary lodger. The result was twofold at least. 
In the tirst place, it prevented to a great extent concerted attempts at 
practical jokes and more serious follies of college life, which do not add 
to prohcieucy in studies or to the dignity of young manhood, and, sec- 
ondly, it made the students feel to some extent that they were not 
a distinct and privileged order of beings, but were of tbe same clay as 
the rest of the world around them. The present theory and practice 
of the university are that tbe students are citizens of Ann Arboi' while 
they keep their residence there, and that from them are expected the 
same good conduct and general demeanor as from anyone else. The 
importance of this theory in university life it is hard to overestimate. 
The dilhculty lies in discovering why so njany higher institutions of 
learning still cling to tbe mediaeval cloister system, with its necessarily 
attendant disciplinary methods. Of course another result of the disso 
lution of the dormitories was not only to turn into tbe treasury money 
which would have been needed to support them, but also to give needed 
accommodation to professors for class-room work. 

Perhaps the mostimportant innovation, bowever,in theliterary depart- 
ment during these years was the establishment of the scieutitic course. 
The legislature in April, 1851, bad directed that tbe regents prepare 
a course of study in the university for admission to which the ancient 
languages should not be a re<iuirement. The validity of tliis act under 
tbe new constitution is at least doubtful, but it bas continued to have 
weight as an expression of popular opinion. 

Said President Tappan : 

We see a university faculty giving instruction in a college or gymnasium. Our 
first object will be to perfect this gymaasi um. To this end we propose a scieutitic 
course parallel to the classical course. There will be comprised in it, besides other 
branches, civil eugineeriug, astronomy, with the use of an observatory, and the ap- 



University of Michigan, Semicentennial, p. 173. 



PRESIDENT TAPPAN's ADMINISTRATION. 53 

plication of chemistry to asriciiltiirc and the iiKlnstrial arts gonorally. Tho entire 
course will run tliroiij^h four years, in wliich the students will be (listiibiited into four 
classes, similar tho ti) classical course. Students who pursue the full scientific course 
we shall <f rail uate as bachelors of science. In addition to this we shall allow stu- 
dents to pursue special courses and give them at their departure certiticates of their 
proficiency.' 

It will be noticed that this means not the establishment of a scien- 
tific school separated from the college proper, as is the Sheffiehl School 
at Yale, but the establishment of a parallel course of four years, with 
requirements for admission as nearly equal to those for the classical 
course as circumstances would permit. On substantially this basis the 
university has been developed. The advantage of such a compact sys- 
tem over one which inv^olves a certain amount of dissipation of energy 
has been of immense value in the growth and expansion of the insti- 
tution, limited in its methods, as it always has been, by the need of an 
adequate income. The establishment of this course was a mark of 
great insight. Dr. Tapi)an found the means for making the university 
the people's university, where every boy, whatever his tastes, need not 
be crammed into a strait-jacket in tlie sha[)e of a rigid classical 
course, where each particular day and each particular year had their 
stated modicum of Latin and Greek and mathematics. We must re- 
member that in 1852 the advantages of a scientific education were not 
so apparent as in these days. Nor must one gather the idea that the 
president was averse to classical education or linguistic training. On 
the contrary, as before suggested, the classical course was made the very 
backbone of the institution by the ai)pointmentof such eminent teachers 
as Professors Frieze and Boise. The first requirements for the new 
(1852-'53) course were not very high; they consisted of English gram- 
mar, geography, arithmetic, and algebra through equations of the first 
degree. A " partial course" was announced, as follows: 

Those who do not desire to become candidates for a degree may be admitted to 
any part of the classical or scientific course for such length of time as they may 
choose in case they exhibit satisfactory cvideuco of such proficiency as will enable 
them to proceed advantageously with the studies of the class which they propose to 
enter.^ 

This course was continued during President Tappan's administra- 
tion and has during President Angell's administration again seen the 

' Quoted in Historical and Scientilic Sketch of the University of Michigan, by 
Charles Kendall Adams. 

^In 18G0 the scientific course had the following requirements for admission: 

"Candidates for admission to this course will be examined in the following studies, 
namely : 

"(1) Mathematics: Arithmetic, algebra in the simple rules, fractions, equations of 
the first and second degrees, and radicals of the second degree ; geometry, the first 
and third books of Davies'sLegendre or an equivalent in other authors. 

"(2) Physics: The following subjects as contained in the elementary works on 
natural pkilosophy, properties of matter, laws of motion, laws of falling bodies, 
mechanical powers, hydrodynamics, and pneumatics. 

" (3) English grammar and geography." (Quoted in History of University of Mich- 
igan, by Elizabeth M. Farrand.) 



54 HiGHEK EDUCATION IN MICHIGAN. 

light with the provision that the person entering thus to pursue se- 
lected studies, without becoming a candidate for a degree or passing 
the entrance examinations required for any stated course must have 
completed his twenty-first year, a provision which is presumed to pre- 
clude the appearance of immature students bent on the pursuit of a 
dilettant course of study. 

The classical course was almost fully developed during this adminis- 
tration. In 1861 the requirements in Greek reached about the limits 
they have since maintained; for, though the university has developed 
in other directions, and though preparatory schools of the highest excel- 
lence now dot the State, scarcely any addition has been made for the 
last 28 years to the Greek required for admission, and the classical 
course has in consequence remained somewhat below the standard of 
similar courses in like institutions of the country. 

In 185G a chemical laboratory was built, the central prrtion of the 
building as it now stands. The school of pharmacy was not created 
until some time after this, the students working in the laboratory 
being nearly all members of the literary department. In 18G1 it was 
found necessary to make an addition to the building in order to meet 
the wants of the students. In 1855-'5(» a school of engineering was 
also established and a new course of engineering introduced. 

Early in the history of the university petitions were sent to the re- 
gents, asking for the establishment of a department of law. At the 
time the medical department was organized the subject vvas discussed 
and it was decided that the existing conditions would not allow the organ- 
ization of another department. December 21, 1858, a committee of the 
board was appointed to consider the advisability of such an undertak- 
ing, and this committee began a thorough investigation of the whole 
subject. They found in the whole country but few law schools at all 
adequately equipped and manned. And upon their recommendation the 
law school was established as a separate department of the university, 
with a corps of three lecturers. In March, 1859, James V. Campbell, 
Thomas M. Cooley and Cbarles I. Walker, were appointed to the pro- 
fessorships, which weni in the same year given the titles of "Marshall 
professorship," " Jay i)rofessors liip," and " Kent professorship." Octo- 
ber 3, 1859, the law school was formally oi>eued. The lectures were 
first delivered in the old cbapel. An appropriation of $2,000 was made 
for books, and there was scarcely a place to ])at them when purchased. 
The general library was in need of room and a chapel of larger capacity 
was needed. The plan was therefore hit upon of erecting a building 
which would accommodate the law school and the general library and 
furnish besides a room for the holding of devotional exercises. In 18G3 
such a building was completed, which continued to be used for these 
various purposes for many years, not being devoted exclusively to the 
law department until the completion of the general library building in the 




No. G. CHEMICAL LABORATORY, UNIVERSITY OF MICHIGAN. 



PRESIDENT TAPPAN's ADMINISTRATION. 55 

latter part of 1883. The law ^lepartment was especially fortunate in its 
faculty. The fame of the whole university was increased by the well- 
known reputation of the members of the law faculty. Indeed the 
establishment of the medical and law schools in various ways benefited 
the whole university and even increased the number of students in the 
literary department. Every graduate from any department of the uni- 
versity became instrumental in turning thither students who were in 
search of collegiate training.' There is very little to be said of the law 
department from the day of its foundation, save that without a momen- 
tous crisis it has steadily developed until now its course embraces almost 
every branch of jurisprudence. Its library, from appropriations aided 
by the generous gifts of Judge Fletcher of Boston and of Mr. Buell, of 
Detroit, has nearly reached the number of 10,000 volumes, and now 
occupies the room which was used for the pur[)oses of a general library 
during the first 20 years of the building's existence. The three men who 
constituted the first law faculty are no longer connected with the school. 
Judges Campbell and Cooley remained members of the faculty for about 
a quarter of a century, and Judge Walker for scarcel3' a shorter period. 
The broad learning and profound scholarship of these men have been of 
inestimable influence, not only in spreading abroad the fame of the uni- 
versity, but in inculcating in the minds of successive generations of 
students sound legal doctrine and sound legal ethics, with a respect for 
the law in its nobleness and dignity. 

The constitution of 185L provided for the election of a board of re- 
gents all the members of which were elected and all retired from office 
at the same time, making it possible that an entirely new board shouUl 
have direction of affairs as the result of a regular election. Such an 
event was the result of the election of 1857; aboard entirely* unacquainted 
with the i)roceedings of the former board, its aims and ideas, ignorant 
of the progress and development of the university under its manage- 
ment, with no symi)athetic appreciation of the plans of the president 
who had worked in complete harmony with the board which had elected 
him — a board, therefore, unless fortified by superior discretion and 
consideration, absolutely disqualified for the immediate control of the 
affairs of a great university — took the reins of the institution into its 
hands January 1, 1858. ' A feeling of self-confidence inuuediately dis- 
played itself in a board only two of whose members were college grad- 
uates, and who therefore might be expected to approach educational 
subjects with becoming hesitation and pay a modest deference to the 
head of the university, under whose administration the university had 
])rospered so admirably. There is no need of going into the details of 
the difficulties and controversies that ensued. Part of the difficulty was 
of a personal nature, of no general interest as a problem of educatioQ 
and collegiate government. The lesson chiefly to be learned is the dan- 

' University of Michigan, Semicentennial, p. 194. 



56 HIGHER EDUCATION IN MICHIGAN. 

ger of complete rotation or rather rev^plution in office, and, possibly, 
also tlie danger of electing to such offices men whose edncation and 
training have not adapted them to an intelligent appreciation of the 
duties of the office. The outgoing board had pointed with pride to the 
success of their endeavors and called attention to the fact that for the 
first time in the history of any State or nation the experiment had been 
tried as to whether or not it is safe to intrust the highest educational 
interests in the country to a body of men elected directly by the people. 
The history of the next few years threw a somewhat different light on 
this important question, and yet it would be hard to say that the action 
of the board was entirely without provocation or excuse. President 
Tappan was possessed of a lofty dignity that possibly made it difficult 
for him to appreciate or overlook events or attempts which a more plia- 
ble or malleable disposition would have helped him to disregard. He 
could not brook the efforts of the regents to deprive him of the com- 
plete control and direction of affairs which the other board had in- 
trusted to him. 

It will be remembered that the presidency of the university is a con- 
stitutional office, of equal dignity therefore with that of regent, and any 
attempt to make the president the mere employe of the1)oard is on the 
face of it contrary to the spirit and interest of the constitution. 

The university senate, a body composed of the professorsof thedifferent 
faculties of the univ^ersity, and probably constituted about 1852, took 
cognizance of the disagreement between president and regents, and 
deprecated any ill feeling or lack of harmony. F>ut the arrangement 
that was agreed upon, partly at least at the solicitation of the senate, 
proved of temporary efficacy only, and it soon became evident that 
disagreements were developing into open hostility. The ])resident was 
used with scant courtesy by some members of the board. Indeed, if we 
judge from the words of one member and consider the arrogant and 
domineering tone of his orders, given with all the vigor of a master 
reprimanding an incompetent" servant or slave, there seems reason for 
the statement that he entered upon his official duties with the express 
intention of driving the president from his position. No man could 
quietly submit to the insulting domination of inferiority, uuich less a 
man constituted as was President Tappan. And though, in viewing 
one side of the case, we have been led to remark, as above, that a more 
malleable disposition might have insured j)eace, we can not help feeling 
that it would have been the peace of desolation. 

At the June meeting in 18G3, after the transaction of other business, 
the following resolution was introduced: 

Whereas it is deemed expedient and for the interests of the nuiversity that .sundry 
changes be made in tlie officers and corps of professors : Therefore, 

liesohed, That Dr. Henry P. Tappan be and he is hereby removed from the offices and 
duties of president of the University of Michigan and professor of philosophy therein. 




No. 7. LAW BUILDING, UNIVERSITY OF MICHIGAN. 



PRESIDt>NT TAPPAN's ADMINISTRATION. 57 

Dr. Tappaii withdrew and tbe resolution was at once passed, as well 
as a number of others, making extensive changes in the faculty. The 
board was on the very eve of dissolution. Their duties closed Decem- 
ber 31, 1863, and their action was all the more spiteful and malicious, 
that, at the very last moment, actuated almost entirely by personal 
motives, they removed from ofiBce him who had done so much for the 
university, him who had founded a college and created a university, 
who, with constant care, had nourished and protected the interests com- 
mitted to him until he could well say : 

This matter belongs to history ; the pen of history is held by Almighty Justice 
aud I fear not the record it will make of my conduct, whether private or public, in 
relation to the affairs of the university. 

The pen of history can find no easier task than to write in commenda- 
tion of an administration, the propelling power of which is still felt in 
the whole mechanism of the university. Tiie traditions of an institu- 
tion, which, though young in years, is old in achievement, cherisli the 
memory of its first president with a tenacity and a reverence that 
insure continuous devotion and place beyond peradventure the seal 
of permanent approval on his work. 

At the same meeting of the board Erastus O. Haven, d. d,, was made 
professor of rhetoric aud English literature and president of the uni- 
versity. 

The removal of Dr. Tappan caused a great deal of excitement and 
engendered controversies without, which had their agitating effect on 
the next administration. There is no need, however, of detailing here 
the disturbance which ensued. Townspeople and students and alumni 
and citizens of the State wlio were interested in the university and wiio 
appreciated how the president had found the university -of brick and 
left it of marble, all arose in opjwsition, the alumni going so far as to 
publish an address to the citizens of Michigan, which set forth in 
plain terms the ignorance, malice, and discourtesy of the board.' 

When Dr. Tappan closed his official career, after years of service, the literary de- 
partment had more than quadrupled the number of students it hail on his accession 
tooflice; the medical department had 250 students ; the law school 1:54. Th ■ total 
attendance was (552, and the university was recognized on both sides of the Atlantic 
as a great and worthy school of liberal learning.' 

In 1874, and again in 1876, the board of regents passed resolutions 
commendatory in the highest degree of Dr. Tappan's efforts in behalf 
of the university, attributing to him the honor of " organizing and con- 
structing this institution of learning upon the basis from which its pres- 
ent prosperity has grown," and repealing and withdrawing "any cen- 
sure, expressed or implied, contained in the resolutions which severed 
his connection with the university." And so official action echoes the 
verdict of memory and tradition. 



'History of the University of Michigan, Farraud, p. 158. 

^University of Michigan, Semicentennial, p. 174. From President Angell's oration. 



58 HIGHER EDUCATION m MICHIGAN. 

One of the great difficulties ia the management of university interests 
had been that all the members of the board were elected at the same 
time and for the same term. But in 1863 a system of election was begun 
which is still in vogue and which has proved successful in obviating the 
evil which complete rotation in office is sure to cause. Eight regents 
were then elected. Two for two years, two for four years, two for six 
years, and two for eight. Elections have been held every two years 
since that time lor the choosing of two regents, whose terms are of eight 
years' duration. 



CHAPTER VII. 

PEESIDENT HAVEN'S ADMmiSTRATION. 

President Haven was inaugnrated October 1, 1803. His position was 
necessarily an embarrassing one, for tlie smoke of the battle had not 
yet cleared away, and he seemed at times to be enveloped in its folds 
so thoroughly that all outlook was cut off, and he could oidy await a 
lifting of the cloud. A history of his administration must have this 
fact remaining as its undercurrent. It will be seen that President 
Haven's administration was far from a failure, and yet it was not to be 
expected that it would be completely successful in all respects, troubled 
as he was by a feeling of insecurity and the consciousness that his 
every action was subject to severe criticism by a portion of the board 
for some time, and during his whole administration by a goodly num- 
ber of persons in the State who were anxious to visit the sins of the 
last board upon him who had received oftice at its hands. The efforts 
ty reinstate Dr. Tappan will not be recounted here. SuIiJce it to say that 
they were not successful, and that they proved only the prevailing admir- 
ation for the man and his work. President Haven's conduct toward 
those opposed to him and in favor of his predecessor won by its frank- 
ness and its gentleness. He was devoid of petty jealousies and smali- 
ness. Working steadily for what he considered the highest and best, 
with a true regard for the interests of the institution committed to his 
(;harge, he had a successful administration of G years at a critical period 
m the history of the university. Had he been less tactful, less geuerous, 
less devoted to high aims and duties, less imbued with Christian prin- 
ciple, his administration would, without doubt, have redounded but lit- 
tle to his credit, while the consequences to the university would have 
been disastrous.^ 

I Erastus Otis Haven was born in Boston November 1, 1820. His father was a Metho- 
dist clergyman. Tlie family lived for some time at Falmouth, ou Cajjc Cod. The 
boy secured the best education possible from the intermediate schools, and in 1838 
entered VVesleyau University and received the degree of A. B. at the end of a 4 years' 
course. He began teaching as the principal of a private academy at Sudbury, Mass., 
but in September, 1843, he became professor of natural science in Amenia Seminary, 
Dutchess County, N. Y. In 1846, after 3 years of successful teaching in that position, 
he became principal of the academy. In 1848 he left his position to connect himself 
with the New York Conference of the Methodist Church. He continued in pastoral 
work until 1853, when he accepted a call to the professorship of Latin in the Univer- 
sity of Michigan. lu 1834 he was transferred to tlie chair of history and English lit- 
erature, and he was this year honored with the degree of Doctor of Divinity from Union 

59 



60' HIGHER EDUCATION IN MICHIGAN. 

Prediction bad not been wanting that the university would go to 
ruin under the new administration. The fall of 1803, however, saw 
more students enrolled than ever before. 

In 18G4 the new board of regents at their first meeting considered 
the necessities of the medical department, which was crowded for room. 
But the university was unable to tind the funds for erecting an addi- 
tion. The citizens of Ann Arbor again generously responded to the 
calls for assistance and gave $10,000, raised by a general tax upon city, 
property. An addition was then made to the medical building at the 
cost of $20,000. The laboratory and the observatory were also en- 
larged in the next few years, and the professor's house, occupying the 
northeast portion of the campus, was given to the medical department. 

The number of students in various years of President Haven's ad- 
ministration well indicates the prosperity of the institution. In 18GC- 
'07 there were in the medical department alone 525 students, a larger 
number than was in attendance during tiie year 18S8-'8t). There were 
395 in the law department, while in 1808-'09 the students in the literary 
department reached the number of 422. In 18G3-'G1 there were alto- 
gether 85G students in the university ; three years later there were 
1,255.1 

And yet this very increase in the number of students had, as usual, its 
accompanying embarrassments. The university was in need of money 
to provide for more instruction and to erect and eare for the uecessarv 
buildings. Moreover, prices, advanced by the war, had reached suclf a 
pitch that the salary of $1,500, which had seemed amply remunerative 

College. Professor Haven had already appeared before the reading world in pub- 
lished addresses and speeches. In 1856 be published a l)ook entitled "The Yonii" 
Man Advised." He resigned his position in the university in this year and took the 
editorship of Zion's Plerald, a Methodist newspaper published in iiostoii. During part 
of the time he was in charge of the paper ho had also a church at Mahlen. From IdaCi 
to 18G:'. lie was a member of the Massachusetts State board of education and of the 
State board of overseers of Harvard College. In 1SG:2 and 18015 he was a memb'^r of 
the Massachusetts senate and chairman of the committee on education. In 180:3 he 
becauu) president of the University of Michigan. His work in this office is given in 
the text. In 1800 he published a series of sermons on the decalogue under the name 
of "The Pillars of Truth." In 1809 he resigned his position as president. lathe 
autumn of that year he assumed the presidency of Northwestern University, at Ev- 
auston, 111. He published at this time a school rhetoric, which has had high com- 
mendation. He gave up his position as president of Northwestern University in 
187-2 and became at once secretary of the board of education of the Methodist Epis- 
copal Church. In 1874 he was elected to the chaucellorship of Syracuse University, 
and in 1880 the General Conference at Cincinnati created him bishop of the Methodist 
Episcopal Church. His official residence was assigned to San Francisco. He had 
for some time been in failing health, and was unable for some weeks before his death 
to perform the duties of his office. He died August 2, 1881. He was a man of sound 
learning and broad sympathies. His career as educator, editor, and minister was 
one of usefulness and righteous influence. (The foregoing sketch is taken princi- 
pally from a memorial address delivered by Dr. Alexander Wiuchell, November G, 
1881.) 

'Miss Farrand's History of the Univ. of Mich., p. 172. 




No. 9. MEDICAL BUILDING, UNIVERSITY OF MICHIGAN. 



PRESIDENT haven's ADMINISTRATION. 61 

a few jours before, now proved absolutely inadequate to tlui demands 
made upon it. The salaries were consequently raised, reaching? $2,000 
for a full xirofessor in 1869-'70. The fees for students had in the mean 
time been increased. Th'ese had been until 1865 for all students alike a 
matriculation fee of $10 and an annual fee of $5. In 186G-'G7 nonresident 
students were required to pay a matriculation fee of $25, and all students 
alike were expected to pay a tax of $10 for annual dues. Tbis, of course, 
helped the university to meet the inci'easing demands upon its funds. 

Attemi)ts were made to secure assistance from the legislature. But the 
relief granted by the legislature was, for the time being, uo relief tit all ; 
it seemed indeed to be the application of a powerful and even dangerous 
counter-irritant. An act was passed granting iJermaneutly to the uni- 
versity a tax of a twentieth of a mill on the assessed value of property 
within the State. But attached to this liberal arrangement was a pro- 
vision that the regents establish in the medical dei)artment at least one 
professorship of homeopathy. Excitement in the university was in- 
tense. Several membersof the medical faculty handed in their resigna- 
tions, and it appeared as if the whole department would go to pieces in 
the storm. It would not do, of course, to let a matter comparatively so 
trifling destroy the usefulness of a school which had by this time become 
one of the best known and most successful schools of medicine in the 
country. A year of agitation followed. At the end of that time the 
matter was again approached by the regents. They could ill afford to 
lose the advantage of the act, and finally i»roposed the establishment 
of a school in the department of medicine to be known as the " Michigan 
School of Homeopathy," the lectures to be delivered " at such a jdace 
other than Ann Arbor as should pledge to the Board of Kegents the 
greatest amount for the building and eiulowment of such school." They 
even went to the extent of a[)pointing a professor of the theory and 
practice of homeopathic medicine, and of ai^propriating $3,000 to be ex- 
pended in the organization of the school. The supreme court, however, 
declared that such an arrangement was an evasion of the law, and in 
consequence such circuitous efforts at compliance were abandoned. 

At the session of tlie legislature held in 1868-'69, President Haven 
appeared before that body and set forth the needs and the difficulties of 
the university. He pleaded for a removal of the imi)racticable condi- 
tion offered by the preceding legislature. The legislators had assembled 
in a critical mood, but by the persuasive and simi)le eloijuence of the 
president they were brought to see the straits of the board and to real- 
ize that a compliance with the conditions of the grant would have been 
clestructive of the best interests of the university. Tbey therefore, in 
response to his appeals, not only gave the sum which had accumulated 
under the law of two years before, but settled an annuity of $15,000 on 
the university. The board of regents was of course jubilant, and all 
deeply interested in the success of the univ^ersity breathed a sigh of 
relief upon seeing that the inscitution had, for the tinie being at least, 
avoided being wrecked on this rock of dissension. 



62 IIIGIIEK EDUCATION -IN MICHIGAN. 

More iiiiiK)ita!it than temporary assistauce or tlie temporary j»ost- 
ponement of the homeopathic questiou, was the fact tliat by granting 
this aid tlie State recognized the principle of State assistance and es- 
tablished a precedent which has been of incalculable benefit to the 
university. I^o doubt the people of Michigan were always ready to 
give any needed assistance to higher education iu the State. But this 
direct aid recognized the university as a State institution, dependent on 
State assistance — a portion of the school system of the State. This 
may seem to the reader an imaginary benefit, iuasiunch as from the 
beginning the university was a State institution. There was, however, 
in the early days altogether too much of a tendency to s])eak of tlie 
"Ann Arbor College." Indeed, it has not been many years that the people 
of Michigan have whollyrealized that the University of Michigan is their 
university to cherish, protect, and be proud of. Everything whicli 
caused the people to recognize their own cliild, everything which stiu)- 
ulated parental pride, was of immense importance for its growth and 
development. In consequence of tliis assistance the professors' salaries 
were raised, as already stated, to $2,000 per annum. The wise and ac- 
ceptable conclusion of this controversy was largely due to the politic 
conduct of the president and to his conciliatory and unbigoted wisdom. 

In the six years of Dr. Haven's administration the university saw 
many developments. A school of mines was established in 18G5 and 
tluMb'greeof mining engineer was conferred at two or three commence- 
ments after that date. 

A new course known as the Latin and scientific course was estab- 
lished in 18G7, a forerunner of the ''modern classical" course in the 
University of Wisconsin, and a model for colleges and academies in 
the West. The characteristic of this course is that French or Gernuui 
is required for admittance instead of Greek. French and German, 
without Greek, are requisite studies for graduation. The design of this 
course was to offer the advantages of the university to a greater num- 
ber of students, to furnish a line of studies neitlier so strictly literary 
and disciplinary as the old classical course, nor so limited to strictly 
scientific and technical work as were the scientific and engineering 
courses. The continuous popularity of this course and its success in 
furnishing graduates well disciplined and equipped attest the wisdom 
of its establishment. The degree of Bachelor of Philosophy, first 
given iu 1870, has since that time been annually conferred in token 
of honorable completion of this course. 

In 1868 a course of pharmacy was drawn up offering advantages to 
those desiring to become skilled druggists and pharmaceutical chemists. 
The degree of pharmaceutical chemist was first conferred in 1869. The 
school of pharmacy was not organized as a distinct department of the 
university until 1876, and it may be said, though partly in anticipation 
of succeeding administrations, that since the time of its organization 
there have been in attendance upon the department from 75 to 100 stu- 



PRESIDENT haven's ADMINISTRATION. 63 

dents, all of whom ^re eugajijed most of their time in acitiial practical in. 
vestigation in the chemical laboratory. Constant additions to the bnild- 
ing have been necessary, until now it covers a large areaofgionnd, offer- 
ing with its annexed stories, its added wings, and its appended additions 
a very good illustration of the expansion of the whole university from 
its humble beginnings. 

In various other ways did the university develop during the years of 
President Haven's administration. The library gradually increased. 
Inl8G5, byan actual count, the library consisted of something like 13,500 
volumes ; in 1869 there were some 17,000 volumes. During these years 
only about $1,500 was spent for i)eriodicals and new books. A number 
of gifts added to the wealth of the institution. Mrs. R. R. Richards 
gave the " Houghton Herbarium," being a collection of plants prepared 
by Dr. Douglas Houghton. Dr. Sager gave to the museum acolle(;tion 
of 5,000 specimens, and Mrs. Ames, of Niles, presented 22,500 specimens 
of plants, the collection of her husband, Dr. George L. Ames, In 1801 
Dr. Rominger placed in the museum a collection of European fossils, 
numbering about 0,000, and in 1869 the regents purchased the collection 
for $1,500. The mineralogical and geological collections were much 
enriched by the addition of a number of specimens collected in the Upper 
Peninsula by a party under the charge of Professor Winchell. 

President Haven resigned the presidency of the university at the 
June meeting of the regents in 1869. The board was unwilling to 
accept the re-signation, but did so. He was offered the presidency of 
the new Northwestern University at Evanston, and decided to acce[)t 
the position. His administration was a successful one. He worked 
harmoniously with the regents, won the respect of the faculties, and 
inliuenced for good the students and others connected with the ihstitu- 
lion. His policy was a conciliatory one, and it is doubtful if any other 
would have succeeded quite so well at that time. He felt a good por- 
tion of the time as if he presided by sufferance, and many rigorous nu-as- 
uresof order and discipline and general management had to beeschew ed, 
and annoying but not destructive practices overlooked. He was possi- 
bly fortunate in being able to connive at many customs and habits 
among the students which have disappeared umler the stronger, more 
systematic, and more assured rule of the present incumbent of the presi- 
dency.^ 

' The progress of the university dnriiig President Haven's administration was 
further shown by the follow ing cousnniruation, which I name in the order of time: The 
office of the steward was located npon the gronnds, and he was required to devote 
his whole time to the duiies of the position (March 30, 1864) The Rominger collec- 
tion of European fossils was purchased (March 30, 1864). The Houghton Herbarium 
was received (.June 2S, 1864). A reserve fund for the endowment of the library was 
created, v\hich, in August, 1869, amounted to $17,166. A schoolof mines wasinaugu- 
rated (March 28, 1865.) The astrouomical observatory was enlarged (September 26, 
1865). The Sager botanical collection was received (March 29, 1866). The policy of 
conferring honorary degrees was adopted (June 26, 1866). The Fletcher law library 



64 HIGHER EDUCATION IN MICHIGAN. 

was received (March 27, 1866). The Fletcher Professorship of Law was (established 
(Jiiue 28, 1866). State aid was obtained (1869). The luedical college buildiug was 
eolargod (April 3, 1867). The P^ord anatomical collection was purchased (March 
25, 1868). A course in mechanical engineering was organized (December 22, 1868). 
The university hospital was established (March 31, 1869). The Sager anatomical 
collection was purchased (April 1, 1869). Steam heating apparatus was introduced 
(April 1, 1869).— [From "A memorial discourse on the life and services of Eev. Eras- 
tus Otis Haven, etc.," by Prof. Alexander Winchell.] 

It is to be noticed that the course in mechanical eugineering here mentioned by 
Professor Winchell was established, but quickly given up. There were no stu- 
dents in the course. — A. C. M. 



CHAPTER VIII. 

ADMINISTRATION OF ACTING PRESIDENT FRIEZE. 

Immediately on President Haven's resignation, steps were taken to 
fill the chair, a committee of the regents visiting the East for the pur- 
pose of coming into communication with suitable persons. Professor 
J. H. Seelye, of Amherst, and James B, Angell, then president of the 
university of Vermont, were offered the presidency, but both, after vis- 
iting the university, declined to accept. President Angell was induced 
to this decision by the importunities of his friends in Vermont, and at 
the solicitation of the authorities of that university. A special meet- 
ing of the board of regents, held in August 18G9, made Henry S. 
Frieze, who then occupied the chair of Latin, acting president of the 
university.^ " He at no time seeus to have been desirous of holding that 

'Heury Simmons Frieze was boru in Boston, September 15, 1817. His father, Jacob 
Frieze, was a minister of the Unitarian church, and afterward a writer of consider- 
able power for the newspapers of New England. Henry S. Frieze was prepared for 
college iu Newport, K. I. He entered Brown Uuiversiiy and graduated at the age of 
24, valedictorian of his class. During the 13 years following he was an instructor iu 
Brown University, and in the grammar school in connection with it. In 1854 he was 
called to the chair of Latin language and literature iu the University of Michigan. 
He held that position until his death. Immediately upon his appointment, cooper- 
ating with Professor Boise, he made strenuous efforts to establish a high standard of 
classical learning in the university. The intlueuce of his constant efforts is clearly 
Been iu the strength of the classical course. Iu spite of " Western" tendencies toward 
"practical" studies, students in the early history of the State naturally incliuin<»' 
toward the material and the tinanciaJ, the classical course has been and continues to- 
be the most popular course iu the university. In 1855 Dr. Frieze traveled in Europe 
and began the art collection which so developed under his curatorship. In 1860 he 
issued an edition of Virgil, and in 18G5 one of Quintiliau. In 18S3 he published a 
revised edition of the Virgil, with a Virgiliau dictionary — a revised edition of Quin- 
tiliau was issued later. He was acting president, as recounted above, from 1869 to the 
fall of 1871. He was again acting president, during the absence of President Angell 
iu China, in 1880-81. In 1886 appeared a short biography, from the pen of Dr. Frieze 
of Giovanni Dupr6, the Italian artist, and two dialogues ou art from the Italian of 
Auguslo Couti. This book is a valuable contribution to the literature of art, and is 
written in a graceful, musical style characteristic of all the literary work of the 
author. At various times lectures and memorial addresses have been delivered ; one 
of the ])est known of his addresses being on the Eelations of the State University 
to Religion, delivered at the semicentennial celebration in 1887. Dr. P'rieze died 
December 8, 18bi.>, while in active service at the university. His broad and accurate 
scholarship, his generous enthusiasm, his devotion to the university, his originality 
and liberality in all questions of its advancement or management, made him a power 
iu its councils, while his noble gentleness and the beauty of his Christian character 
endeared him to faculty and students and to all friends of the university. 

713— No. i 5 65 



66 HIGHER EDUCATION IN MICHIGAN. 

position, nor did successful administration encourage his love of ad- 
ministering. The committee whose duty it was to find a successor to 
Dr. Haven were induced by the eminent success of Dr. Frieze to oifer 
him the permanent presidency', and it is stated that the board were 
unanimously in favor of erasing the " acting" from his title. But he 
would not consent to have his name go before the board for that pur- 
pose. His short administration was an eventful one for the univer- 
sity — full of progress, full of development along the old generous lines. 
Dr. Frieze was a great admirer of ex-President Tappan, and it was to 
be expected that under his guidance affairs would be limited by no nar- 
1 ow or short sighted policy. His influence, both as acting i^resident and 
as professor in the university, was continually for growth; for reach- 
ing not only upward but outward, in order that those still untouched 
by college influences might feel their i)resence ; that the whole people 
might be elevated by the existence of a State institution. Not only 
the college students themselves were to be permeated with educational 
doctrines and elevated by communion with the educational spirit ; the 
schools of the State were to feel the presence of the university-, and 
the atmosphere of the whole commonwealth was to be clarified by the 
work of a great State institution, whose work was high and noble and 
yet not beyond the sympathy and appreciation of even the untutored. 
There is no doubt that in his whole career Dr. Frieze was inspired 
with such ideas. The people were to be elevated not by seeing above 
them and beyond them a mighty institution whose portals could not 
receive them and whose ambitious designs were unintelligible, but he 
felt that the university must come in contact with the whole people of 
the State, maintaining that contact until the people should see in the 
advancement of the college their own advancement and their own 
progress. 

This sketch can not include the marks of development shown by vari- 
ous additions to the faculty, nor mention the names or suggest the work 
of those whose literary and scientific reputations and careful class-room 
work have added to the fame and usefulness of the university. The 
two years from 18(39 to 1871 saw many names placed on the faculty list 
which have remained there to this day, a sufficient surety in them- 
selves of accurate scholarship and wholesome i)ersoiial influence. 

The question of the admission of women to the privileges of the uni- 
versity was long a mooted one. The branch schools, it will be remem- 
bered, were to have departments for theeducatiou of women. This idea 
was not realized in the early days, and when the branches disappeared 
and high schools took their place there was no reason for the establish- 
ment of such departments. Applications were, however, occasionally 
made to the legislature in the succeeding years. There are, even, in- 
stances of personal application on the part of women who desired the 
privileges of the university. The first report made by a committee of 
the regents, appointed to look into the subject, was fair and judicial. 



ADMINISTRATION OF ACTING PRESIDENT FRIEZE. 67 

It granted the first great claim that womeu as well as men had a right 
to expect from the State opportunities for general culture and for bigher 
education. But the committee were opposed to coeducation. The two 
sexes could not associate together frankly and freely, as would be nec- 
essary if the university should open its doors to women. It was a 
question of moral and social advisability. This was iu 1858, The battle 
was already half won. President Tappau was not in favor of coeduca- 
tion. In this one respect the university has taken a step which he did 
not foresee, and for which his administration made no intentional prepa- 
ration. Dr. Haven, as early as 1855, eight years before he becauie presi- 
dent, advocated the principle of higher education for women, and urged 
that the doors be thrown open for their admittance to college classes. 
From this time on the subject was mildly but intelligently discussed in 
the newspapers of the State, until, in 1867, the legislature advised that 
the regents take action for the admission of womeu. The regents were 
not yet ready to give up their opinions and try the experiment, while 
Dr. Haven, now in his official position, insisted that such action would 
involve great expense, and give such a radically new character to the 
iustitution that there would infallibly be a temporary breaking up of 
Its prosperity and success. But public demand for the innovation was 
becoming unmistakable, and in 1868 he consented to make a recom- 
mendation to the regents, who were, however, not overcome by the mild 
statement of the necessities for the innovation. The legislature at its 
next session adopted a long resolution urging the board to act in accord- 
ance with the recommendations of the president. Action correspond- 
ing to the popular desires thus fully expressed by two different legisla- 
tures was not immediately taken. 

January 5, 1870, the regents passed, almost unanimously, the follow- 
ing resolution : 

Resolved, That the Board of Regents recognize the right of every resident of Mich- 
igan to the enjoyment of the privileges aftbrded by the university, and that no rule 
exists in any of the university statutes for the exclusion of any person from the uni- 
versity who possesses the requisite literary and moral qualifications. 

February 2, 1870, Miss Madalon A. Stockwell entered the literary 
department, and in the autumn of that year the university received in 
its various departments 34 women students, 11 of whom entered the 
literary department, 3 the pharmacy department, 18 the medical, and 
2 the law department. 

From that time to this the number of female students has continually 
increased. Especially in the literary department have the women 
students come to vie on equal terms with the male students in the 
various studies that form a college curriculum. It is still often said by 
persons interested in educational matters, that the educators of the 
country are looking to the University of Michigan to solve the problem 
of coeducation. The only answer to such an interrogative statement is 
that the authorities in the university, the professors, the students, the 



68 HIGHER EDUCATION IN MICHIGAN. 

people of the State cau discover uo problem to solve. Au experience 
of 19 years has left coeducation a fact and simply a fact, undiscussed, 
uuanalyzed, and above all unregretted. The hypothetical or problem- 
atical stage of the accepted fact is forgotten. 

The chief objections to coeducation were three: (1) The social diffi- 
culty — it being considered a foregone conclusion by many that young 
women could not take their places in a college class in competition with 
young men without losing their modesty, their maidenly reserve, and 
their womanly dignity. (2) The mental inequality. (3) The physical 
inequality. 

The tirst objection time has answ ered. The objectors have found no 
ground for their objections. There was no problem to be solved. The 
American girl has outside of college a fearless freedom of action, which 
repels the Idea of close surveillance and distrust. In college she is 
quite able to take care of herself with modesty and grace. The second 
objection was urged with great force. It is certainly true that the mind of 
man and that of woman are not identical in their constitution. They are 
similar, perhaps equal, but not the same. Statistics, the writer believes, 
would show that women have excelled men in some branches, while in 
others the women competitors have been ontstripped, and from these 
statistics a table of intellectual fitness could be mathematically placed be- 
fore us. But there is uo need of such a table or of such a statistical argu- 
ment. As a matter of i^sychological curiosity it would be interesting ; 
as a practical guide in the management of a great educational institution 
it would be useless and of uo value to the student in search of suitable 
courses of study. The young lady student would scarcely content her- 
self with pursuing the particular study in which, as statistics prove, her 
sex had best succeeded. Certainly the young mau would not be fright- 
ened by a statistical " spook" from entering into competition with the 
women. In reality there is no branch taught in the university which 
women have not pursued with marked credit with the exception of forge 
practice, which does not seem to be attractive to feminine taste. The 
system of free election in vogue in the university brings it about that 
a thoughtful and ambitious student, whatever be the sex, discovers the 
studies for which he may be adapted and succeeds in them. The third 
objection — physical inequality — may be similarly disposed of. Here 
again the elective system has helped the arrangement of matters. A 
young lady student cau elect an amount of work suited to her physical 
abilities. Nor is she forced by a hard and fast law of the university to 
be present at every recitation lest the heavens fall. A certain sensible 
latitude and a respectable freedom are allowed young men and women 
who have come to a great university to get university training and cul- 
ture. It is expected that they have alread3'^ ])ut away childish things 
and reached the manhood and womanhood of their education. Tlie 
authorities do not insist that a student be present in the class room on 
all occasions, however great maybe the physical objections. The women 
are not spurred on to struggle for honors, for there are no honors to be 



ADMINISTRATION OF ACTING PRESIDENT FRIEZE. 69 

struggled for. It is the policy of the university to imbue the student 
with a love of knowledge for the sake of knowledge, and not for honors 
or meritorious mention ; to till them with the idea that solid attainment 
is a i)ersonal advantage uueonnected with diplomatic commendation. 

But the above argument under this objection has been carried on 
with the supposition that women were confessedly unable to give the 
regular attendance to recitations, or regular and constant attention to 
as great an amount of work as are men under similar circumstances. 
As far as the history of coeducation in the university goes, such a sup- 
position is an unnecessary one. The women are at least as regular iu 
attendance as the men ; they are at least as successful iu their recita- 
tions and examinations; they have proved themselves entirely compe- 
tent to graduate with their classes, haviugelected the prescribed number 
of courses requisite for a degree. 

Can there be other objections? The objection of prominent edu- 
cators of the country was a conclusion deduced, from the sum of 
these three— coeducation would inevitably lower the standard of schol- 
arship and degrade the university into a second-rate college or board- 
ing school. Has that been the result ? A study of the calendars which 
have appeared in the last 19 years will show that the work offered has 
more and more partaken of the character of true university work. The 
requirements for admission have been lowered neither in the amount 
nor in the rigidity with which examinations are conducted. A personal 
knowledge of the affairs of which he speaks prompts the writer to as- 
sert that in all that constitutes a higher and deeper education the uni- 
versity has been steadily advancing since 1870. 

But there is no need of further statement. In the University of 
Michigan coeducation is an established fact. It is not regarded a prob- 
lem. Its existence is scarcely noticed, because there is no reason for 
noticing it. What the future may bring forth it is not the province of 
the historian to state. It may be that events will again change an 
established fact into a problem, but there is no occasion at present for 
peering into the future with anxiety.' 

The success of the principle and the fact is seen by the steady in- 
crease in the number of women in attendance. In the winter of 1870 
one woman entered the university; in 187G there were 117 in attend- 
ance; in 1884 there were 170; in 1887 and 1888 there were 284. The 
following from the report of President Augell to the regents for the year 
ending September 30, 1888, gives the condition of the coeducational 
"problem" at that time: 

' The experiment has proved a complete success. No distinction is made in college 
discipline between women and men. They lodge with families in town ; they influ- 
ence the manners of the university for the better ; their scholarship is on an average 
above rather than equal to that of the men ; their health has been excellent to a de- 
gree uuexpected and positively alarming; and it is not apparent that, in point of 
refinement, they suiier for lack of any social advantages. In all classes, except cer- 
tain in medicine, the women recite witii tiie men. — (University of Michigan. Sketch 
by Professor Gayley. Descriptive America. August, 1884.) 



70 



HIGHER EDUCATION IN MICHIGAN. 



The relative as well as the absolute number of womeu in the university continues 
to increase very slowly. Last year they formed 16.8 per cent. ; this year they form 
16.9 per cent, of the total attendance. Last year they constituted 25 per cent, of the 
entire attendance in the literary department ; this year they constitute 25.7 per cent 
Twelve of the fifty- three graduates studying for higher degrees are women. 

It may be of interest to see in what proportions the men and in what proportions the 
women choose the different courses. The following table shows the percentage of the 
men and the percentage of the women, in both cases candidates for degrees in the lit- 
erary department, who chose each course during the lasi year : 



Course. 


Men. 


"Women. 


A.B 


Per cent. 
30.7 
16.3 
13 
15 
25 


Per cent. 

32.3 

31.4 

9.3 

27 

None. 


Pb.B 


B.S 


B.L 


Engineering 


100 


100 



The women have, of course, no practical inducement to enter on the engineering 
courses, though in years past now and theu one has completed one of those courses. 
It will be observed that a larger proportion of women thau of men are taking by 
choice the full classical course. They are led to this not alone by their literary 
taste, but also by the consideration that there is a demand for their services in teach- 
ing Greek in preparatory schools.. As one-fourth of the men are drawn to the engi- 
neering work, the women naturally form a larger proportion than the men of the 
students pursuing the Ph. B. course, which contains Latin and the modern languages 
and of the B. L. course, which also contains the modern languages and allows large 
liberty of choice in English literature, history, and the sciences. The B. S. course, 
which is planned to train teachers of science and scientific experts, attracts a larger 
proportion of men than of women. 

Another innovation of great importance may be credited to the short 
administration of Dr. Frieze. The Prussian system had been taken as 
a model by the early founders of the university, and President Tappan 
had continually drawn inspiration from the same source. But in one 
respect the Michigan system did not at all approach its Teutonic ideal. 
The German universities preserve an organic connection with the 
gymnasia by admitting to their privileges students who have completed 
the prescribed course of the lower schools. But the graduate from a 
Michigan high school had no privileges; the university stood to him 
as did any other college and peered into his past record and present 
attainments with the same unpleasant care that was given to pupils 
prepared in unknown and unheard of places. It seems to have been 
the idea of the founders of the institution that the dividing line be- 
tween gymnasia and university should be in the university itself, while 
President Tappan hoped that the college course of 4 years would be- 
come simply a preparation for broader post-graduate studies, and that 
from such students might ultimately be formed the real university. 
But the high schools were increasing in amount of work offered and in 
general proficiency, the preparation required for admittance to the 
university had been added to, and as yet there was no evidence of any 
movement in the direction of graduate work sufficient to warrant the 
liope that such studies would soon be considered a customary and useful 



ADMINISTRATION OF ACTING PRESIDENT FRIEZE. 71 

iKldition to a four years' curriculum. Much more reasonable was it to 
form an intimate connection with the high schools of the State, in order 
that they might be encouraged to progress while the university also 
raised the standard of proficiency for admission and the standard of 
scholarship until, at least in the latter years of the course, studies in 
original research and individual investigation should find students pre- 
pared to pursue them, giving to the institution a curious form — a Ger- 
man university and a New England college mixed in very nearly equal 
proportions. The plan and its results have proved successful. 
The university catalogue for 1870 contained the following : 

Whenever the faculty shall be satisfied that the preparatory course in auy school 
is conducted by a sufficient number of competent instructors and has been brought 
up fully to the foregoing requirement, the diploma of such scliools, certifying that 
the holder has completed the preparatory course and sustained the examination iu 
thesame, shall entitle the candidate to be admitted to the university without further 
examination. 

The privilege here granted was at once taken advantage of by a 
number of high schools in the State, who applied for a committee of 
the faculty to look into their work and its results. In other States and 
by other colleges this plan has since been adopted, and thus far has 
operated satisfactorily for the best interests of higher education. The 
high schools, feeling themselves part of the educational system of the 
State and engaged in the actual work of preparation for university 
studies, have been stimulated to conform themselves to university needs 
and have prided themselves in generous rivalry upon their success in 
graduating students well prei)ared for higher studies. In President 
Angell's administration the faculty encouraged by this success an- 
nounced (1883-'84) that academies and preparatory schools in other 
States may be placed on the same footing as the schools of Michigan, 
and if the schools on examination showed themselves specially com- 
petent, well founded on true principles, and in trustworthy hands, they 
may be placed for three years on the list of " dioploma schools.'' 

This system has, as intimated, proved more than satisfactory. Many 
educators of the country, instead of turning to Germany to investigate 
the actual results, contented themselves with prophesying on a priori 
grounds results most dire and woeful. But the standard of scholarship 
has been raised rather than lowered by the plau.^ 

'Experience, however, just as iu the case of the admission of women to the uni- 
versity, an innovation made at the same period, has proved that there was no ground 
for fear, except that the thing was new and not practiced in the mother colleges. 
Two facts are to be noted among the results : First, the standard of preparation in 
the high schools, if affected at all, has been elevated rather than lowered ; second, 
the State system of education has become a reality. It is obvious that there can be 
no system, properlj' so called, without an actual and living connection and communi- 
cation among its members. By calling for the visiting or examining committees of 
the faculty, the high schools have been brought into that vital connection with the 
university which makes them part of an actual organism, and, so far as concerns 
these schools, our State system no longer exists merely on paper. — (From President 
Angell's report to the board of regents for year ending June 30, 1880.) 



72 HIGHER EDUCATION IN MICHIGAN. 

The admission of women made new demands on the already over- 
burdeued treasury. In tlie medical department w'omeu and men were 
to be taught in different classes and tbis increased the work of the pro- 
fessors of the school, who, in consequence, expected increased salaries. 
Moreover, the literary department needed more room and new equip- 
ment and greater facilities. The homeopathic question was yet unset- 
tled to the satisfaction of the legislature, but the regents, made bold by 
their acquiescence to the wish of the lawmakers in one respect, now 
asked for an appropriation for new buildings and were rewarded by the 
grant of $75,000. 

Of course such a gift had great significance outside of the fact that 
it provided the university with the needed accommodations. It was 
looked upon as the beginning of a policy of complete recognition and 
support by the State. 

During the years of President Frieze's administration several val- 
uable gifts added to the material wealth and increased the equipment 
of the university. In 1870 Mr. Philo Parsons, of Detroit, purchased 
for the library the collection of books and pamphlets belonging to 
Professor Rau, of Heidelberg University. This library of some 4,000 
volumes and 5,000 pamphlets is a very valuable collection of material 
for work in political economy and social science. The art gallery, which 
had been founded and furnished about 1856 chiefly through the instru- 
mentality of Dr. Frieze, and which had prospered under his generous 
care, now received several gifts of value. A second application to Dr. 
J. B. Angell was more successful than the first, and he was induced to 
accept the presidency of the university in 1871. He was inaugurated 
in June of that year, and in the autumn following entered upon the 
active discharge of the duties of the office. Dr. Frieze's administration 
was a successful one. The two years during which the university 
had an acting j)resident were active and progressive ones for the institu- 
tion. 



CHAPTER IX 

PRESIDENT ANGELL'S ADMINTSTRA.TION, AS FAR AS JUNE, 

1891. 

President Aogell's' adininistratioii began August 1, 1871, and has 
continued to the present time. He entered upon liis duties at a time 
critical in the develop ment of the university, for the institution was 
beginning a new era. The diploma system and coeducation involved 
new problems, and the recent gift to the university from the legisla- 
ture foreshadowed a wonderful and glorious career for a real State 
institution, if, in the years which followed, affairs were conducted in a 
bold yet couciliatory spirit, calculated to make the most of opportunities 
and to lead to the highest ideals. Such in a word has been the history 

'James BurrillAngell was borninScituate, R. I., January 7, 1829. He entered Brown 
University in 1845, and graduated with tbe bigbest bonors of his class four years 
later. For some years after gradnati on lie wasengaged in teacbingand in traveling in 
the south as well as in cnntiuuiug to pursue bis studies. In 1851 be went to Europe 
and spent two years in travel and stndj'. Thence he was recalled to take the chair of 
modern languages and literature in Brown University. This post he filled with 
gratifying success. In 1860 he resigned bis professorship and became editor of the 
Providence Journal. Hon. Henry B. Autbony bad been elected United States Senator 
in 1858 and for two j'ears Mr. Augell iiad written leading articles for the paper while 
carrying on bis college work. But in 18G0 he took entire editorial charge and con- 
ducted tbe journal during tbe whole period of tbe war, throughout which tbe paper was 
an active and cheerful supporter of the Government. His keen love of literary pursuits 
was mingled with a capacity for affairs which enabled him to make tbe paper a literary 
as well as a financial success. In 18G6 be accepted the presidency of tbe University 
of Vermont. He was offered the presidency of the University of Michigan in 1869 
and refused it, but accepted in 1871 a second call to tbe position , which he still holds. 
In 1880 he was appointed by President Hayes minister plenipotentiary to Cbina and 
president of a commission of three sent out for tbe purpose of making a treaty with tbe 
Chinese Government. This they succeeded iu doing to tbe satisfaction of our own 
Government and he returned to bis duties in the university in February, 1882. Again 
intheautumu of 1887 be was called to other than academic duties, and was appointed 
a commissioner to act with Secretary Bayard and Hon. W. L. Putnam in negotiating 
with the commissioners of Great Britain a treaty for tbe settlement of the fishery 
troubles which bad been agitating tbe country intermittently since tbe foundation of 
the Government. President Angell has delivered numerous lectures and addresses, 
most of them iu relation to college topics or in connection with his university duties. 
Articles from his pen have appeared in many of the leading periodicals of tbe conn- 
try. In 1888 he wrote for tbe Critical and Narrative History of America, edited by 
Justin Winsor, a " History of diplomacy" covering the period of our history from 

1789 to 1850. 

73 



74 HIGHER EDUCATION IN MICHIGAN. 

of the university siuce 1871. A firm grasp of affairs, a progressive 
tendency which has known no backward step, have been coupled with 
a wise conservatism and consideration which have made friends of foes 
and in every particular dignified the university in the eyes of the coun- 
try and endeared it to the hearts of the citizens of the State. One 
feels in attempting to recount the history ot the past 20 years like 
simply drawing a comparison between the condition of things at the 
beginning and the end of that period ; but such a course, while it would 
fitly present results, would omit the element of slow, continuous labor 
which after all has been the glory of the present administration. 
Briefly, therefore, the progress will be given with some regard for chro- 
nological sequence. 

The success of the diploma system and its good influence on scholar- 
ship in collegiate work have been suggested in the preceding chapter. 
A careful watch over the admission of students and a careful balancing 
of requirement and preparation have been necessary, and the needed 
care has been given.^ 

The admission of women to the privileges of the university was also 
spoken of in the preceding chapter, and the results of that innovation 
were given somewhat in detail. But it must be remembered that 
the good results have come largely as a direct consequence of the wise 
management of the present administration, which has removed difli- 
culties and incumbrances by tactful appreciation of their presence. 

Since the gift above mentioned was made hy the legislature to the uni- 
versity, aid has been given generously. It is not necessary in this sketch 
to recount in detail every item of financial assistance thus received. 
Sufiice it to give a general ^dea of the amounts an^l the manner of the 
gifts. Since 1867 the university has received from the State not far from 
$1,800,000, All of this has not been given by special acts of legisla- 
tion. In 1873 the legislature repealed the act heretofore mentioned, 
whereby an auuual sum of $15,000 was granted, and enacted that there- 
after the university should receive one-twentieth of a mill on each dollar 
of taxable property in the State, Of course this sum has increased as the 
State has increased in wealth. For instance, in the year ending June 
30, 1874, there was received on account of State aid, act of 1873, the 
sum of $23,250. For the year ending June 30, 1889, there was received 

' In the year 1888 the number of diploma schools was as follows : 

1. For courses leading to all degrees— '22, including 5 not in the State of Michigan. 

2. For courses leading to A. B., B. S., and B. L. — 2, both not in the State of Mich- 
igan. 

3. For courses leading to Ph. B., B. S., and B. L. — 14, including 3 in Chicago and 
3 others not in the State of Michigan 

4. For courses leading to A. B. and Ph. B. — 1, not in the State of Michigan. 

5. For courses leading to A. B. and B. L. — 2, including 1 not in the State of Mich- 
igan. 

6. For courses leading to Ph. B. and B. L. — 2. 

7. For courses leading to B. S. and B. L. — 3. 



PRESIDENT ANGELL's ADMINISTRATION. 75 

the sain of $47,272.50. The legislature has been requested at various 
times so to alter this act that the receipts will be one-tenth instead of 
one-twentieth of a mill. But it has been urged in opposition to this 
that the regents ought annually to appear before the people's repre- 
sentatives, state their condition, and make known their wants. To this 
it may be answered that there is no likelihood that the gift of one-tenth 
of a mill will obviate the desired necessity of such appeals, and more- 
over, as a matter of economy and business interest, it is plain that 
the university would prosper better by having its income sure and 
subject to as few caprices and fluctuations as possible. The regents 
as well as the faculty have always heartily desired to keep in sym- 
pathetic contact with the people of the State. It is for the best 
interest of all and there is no fear that any aid in the establishment of 
a permanent fund will tempt the authorities to blind their eyes to the 
advantages of that for which they have been continuously and earnestly 
striving since the foundation of the university. 

In 1873 the legislature granted $25,000 for the completion of Univer- 
sity Hall and $13,000 to cover a deficit for that year. In 1875 the uni- 
versity was given, by special legislation, the sum of $59,000, designated 
for different purposes, hereafter discussed, and the same general course 
of legislation has continued to the present time, the legislature at each 
biennial session looking carefully into the needs of the university, at 
times visiting the institution in a body, the better to become acquainted 
with its capacities and its limitations, and giving without stint when it 
seemed necessary. A committee of each house is appointed at each 
regular session whose special business it is to take into consideration 
the needs of the university. 

In 1875 the regents were authorized to establish a school of mines 
and a professorship of architecture ; and in order to enable the board 
to put such an idea into execution the sum of $21,000 was voted for 
the two college years 1875-'76, 1 876-'77. Such a school was organized by 
the board. Special appropriation for its support was not made, however, 
in 1877, and after an uncertain existence for a year or two, during which 
time a few students were graduated, it had to be abandoned for want of 
funds to carry it on. 

Various efforts on the part of the legislature, as well as of many peo- 
ple in the State, to induce the board to establish a professorship of 
homeopathy in the medical school have already been mentioned. The 
question was one of more or less vitality after 1855, the regents persist- 
ing in their refusal to attempt anything like a coalition of the different 
schools of medicine. Agitation succeeded agitation. The courts were 
appealed to. Writs of mandamus were demanded. There were peti- 
tions in great number. But the regents stood fast in opposition. 
Their constant answer was : " No professor of the old school can teach 
in a school where homeopathy is taught, without absolute professional 
ostracism." " No student who believes in the regular system, so 



76 HIGHER EDUCATION IN MICHIGAN. 

called, will attend such a school." The end of the matter was that 
in 1875 the legislature, which had been asked to inalie appropriations 
for other purposes, yielding to these requests, passed also a law author- 
izing the board to establish a homeopathic college, a branch or depart- 
ment of the university, for the support of which the treasurer of the 
State was ordered to jwy out of the general fund the sum of $G,000 each 
year, beginning January 1, 187G. 

In accordance with this act, steps were immediately taken for the 
founding of such a school, and it was opened for the reception of stu- 
dents October 1, 1875, 22 students entering upon their work at that 
time. The school at present is in a flourishing condition, with a faculty 
of 5 active professors, besides assistants, and having 73 students iu 
attendance for the college year 1888-'81). A hospital building, erected 
in 1879, gives facilities for practical work and insight into actual 
practice. 

A hospital for the use of the medical schools was erected in 1875, 
the citizens of Ann Arbor once more generously contributing for that 
purpo.se, in addition to the sums granted by the legislature. Each of 
the schools of medicine has now an amphitheater for clinical purposes 
in connection with its own hospital building. There are now iu process 
of construction two new hospitals, built at an expense of not far from 
$90,000. 

In 1875 money was granted the board for the purpose of founding 
a dental dei)artment, and students were received lor the college year 
1875-'7G, 20 students being then enrolled. The school has continu- 
ously developed in popularity ai'din thorough and complete instruction. 
In the college year 1890-91 there were in attendance 132 students. 
The school has a reputation for giving thorough instruction, annually 
drawing a number of students from England, where its diploma is re- 
ceived as proof of thorough professional training. 

In June, 1884, the terms of instruction were made nine months each. 
But to meet the requirements of the constantly increasing demands of 
dental science and to accommodate students who desire a thorough 
dental education, the course of instruction was extended to three full 
college years of nine mouths each, to take effect on and from October 
1, 1889. 

Another department of the university was established in 1876. The 
school of pharmacy was organized as a separate department. There 
has been a continuous demand for more room and greater facilities. 
Besides the students who are pursuing their professional work in the 
department, the laboratory is used by students of the literary depart- 
ment who are carrying on courses of individual and original research, 
anil by the medical and dental students. Additions have been made at 
various times. A large addition has just been completed, making the 
laboratory one of the very largest in the country. In the year 1888-'89 
there were lOG students in the department of pharmacy. 




No. 11. UNIVERSITY HALL, UNIVERSITY OF MICHIGAN. 



PRESIDENT ANGELl's ADMINISTRATION. 77 

During the years of President Angell's admiuistration not only have 
buildings been erected and new facilities offered, but in every depart- 
ment of the university the requirements for graduation have been in- 
creased and the standard of scholarship bas been raised. The course 
of study in the law department was lengthened by action of the board 
at its July meeting, 1883, to two terms of nine months each, instead of 
six months each. 

In the medical department the requirements for graduation have 
greatly increased. At first, to obtain the degree of doctor of medicine, 
the student was required to have studieel for a term of three years and to 
have attended two full courses of lectures, the courses being of six 
months each. In 1877 the term was lengthened to nine mouths, and the 
calendar for 1879-80 announced that the term had been extended to 
three years of nine months each. The announcement for 1889-'90 in- 
cludes this statement : 

All stiuleuts euteriug after July 1, 1890, will be required to spoud 4 years iu pro- 
fessional study, iucludiug the time spent iu atteu dance upou lectures, before pre- 
senting themselves as candidates for the degree of doctor of medicine. 

In the literary department many advances have been made in ex- 
tending courses of study and offering new facilities to students. 
Larger tields were opened and a greater choice of studies was allowed 
to the seniors early in the history of this admiuistration. The follow- 
ing account, taken parth' verbatim from the president's report to the 
board of regents for the year ending June 30, 1878, includes the main 
changes of this nature. From the beginning of the life of the univer- 
sity its authorities seem to have been distinguished for boldness and 
originality. They have aimed not so much to follow blindly the tradi- 
tionary course of older colleges as to seek with wisdom to make the 
institution do the largest and best work possible. Animated by this 
spirit the faculty diligently inquired into the advisability of making 
many useful changes in the plans of the curriculum of the literary 
department. The happy results which had followed from opening 
elective studies to the senior class impressed them with the belief that 
some liberty of choice might properly be extended to all students. 
Again they had long felt that, while the university courses were 
coordinate with most of tlie courses iu certain prominent high schools, 
still the so-called English course, which was i)rolouged and thorough, 
iu many schools covering the same perfod of study as the preparatory 
classical course, had no sequel here. Ought not the university, the 
laculty inquired, to try, without sacrificing the interests of good scholar- 
ship, to bring itself into some harmonious relationship with that large 
number of high schools which provide no classical course, but do pro- 
vide a thorough English course of instruction ? 

The faculty inspired by this same independent spirit considered the 
question of time in college education. The regular four-years' course, 
then in vogue in all colleges of the country, entailed as a necessity four 



78 HIGHER EDUCATION IN MICHIGAN. 

years of residence for allotted work, no matter what might be the aptitude 
of the student; and where electives were not freely offered the brightest 
students with acquisitive minds were kept back in marching order with 
the average of the class and no stimulant was offered to jiress on to 
greater attainment or to further proiiciency. Leisure time was spent 
in idleness. The faculty saw the danger which unlimited election 
would involve, a danger of cramming without digesting or assimilating. 
But with precautions against that danger they advocated a free elec- 
tive system which would permit the diligent and unusually capable 
student to complete a course of study in less than four years, or which 
would permit such a student to pursue more studies and accomplish 
more in the four years of his collegiate residence. It will be observed 
that this plan, which has been in operation in the University of Michi- 
gan lor thirteen years, has within the last two years occasioned a great 
deal of discussion in connection with proposed changes in the curricu- 
lum of Harvard College. 

Another innovation contemplated by the faculty' at the same time 
was to allow persons of maturity, who gave evidence of an ability to 
pursue studies in the university to their advantage in certain lines of 
work, to enter upon such studies without having passed the regular 
examinations required for admission. The idea was that there were 
many men and women, especially school teachers, who have had a good 
deal of intellectual training, who, while not in condition to pass the 
somewhat minute and technical examination for admittance, would 
profit by a residence at the university without detracting from its 
scholarship. 

It will be seen that these contemplated iunovations were comprehen- 
sive and radical. The university was at once to be broadened from its 
old '"college" foundations, on which the literary department still in 
general stood, till it not only comprehended in its generosity diversified 
courses of study, but offered those courses freely and openly with as 
few restrictions as good scholarship could tolerate. These changes 
meant the establishment of the "elective system," the "credit system," 
the "English course," and the "special course" opened to students 
without examination. Each of these will be briefly describetl in order. 

The elective system gives to the student the privilege of selecting the 
course of study which he wishes to pursue in each semester of his resi- 
dence at the university. Thtre are, however, certain limitations and 
restrictions, which regulate rather than confine. 

In general he is required to elect at some time during his residence 
at the university the courses requisite for the degree tor which he is a 
candidate. For instance, if he is a candidate for the degree of A. B., he 
is required to complete at least a certain amount of Greek, and a certain 
amount of Latin, French, mathematics, English, and philosophy, and 
enough other work elected to equal 120 "hours" during his college 
course, an " hour " beiug 1 hour per week during a semester. But the 



PRESIDENT ANGELL'S ADMINISTRATION. 79 

faculty does not state the order in which these studies shall be taken ; 
it suggests the studies for the freshman year, and its suggestion has 
proved to be for the most part equivalent to a command. The professors 
of the different branches of study hedge about their special courses by 
this or that prerequisite, which results in the student's selecting the 
studies in each department to his best advantage, without being re- 
strained from following the guidance of his taste and his proclivities. 

Various changes in the system have been made as experience dictated. 
But they have been slight, and have not been opposed to the underlying 
principle. The elective system has not been carried to the extent of 
allowing a student to get the degree of A. b. without first doing work 
that has in the past generally been considered the prerequisite for that 
degree. Each of the several degrees offered in the literary department 
must be earned by the completion of a certain amount of work, in- 
cluding studies especially designated. The " credit system " has been 
touched upon ex necessitate in the discussion of the foregoing topi j. It is, 
however, a distinct system, though it works with and assists the elective 
system. By adopting the system of credits the university discarded 
the plan of making time a qualification for obtaining a degree. When 
a student has completed a certain amount of ivork he has earned the 
degree, even if he has spent but 6 years in residence at the university. 
Under the credit system the faculty recommend for graduation stu- 
dents who have completed a stated number of " full courses " of study. 
A "full course "of study comprises five exercises a week during a 
semester, whether in recitations, laboratory work, or lectures. It is 
not essential that the exercises constituting a " full course" shall be in 
one and the same branch of study. Thus a part (two, for instance, a 
" two-tifths course," being 2 hours per week for a semester) may be in 
mathematics and a part (say two) in Greek, and a part (say one, a " one- 
fifth course") in Latin. 

The results of these two systems have been to stimulate students to 
more continuous industry and greater interest in their work. Occa- 
sionally a student completes his course in 3 years and a half and 
severs his connection with the university. In rare cases an unusually 
capable student entering slightly in advance of his comrades finishes 
in 3 years. More often the amount of required work has been so 
reduced by the beginning of the fourth year, that the student has an 
opportunity of beginning his professional studies in connection with 
his academical work. Much more often still the student spends the 
whole 4 years in collegiate studies, getting as much done as possible, 
nearly every student doing something more in the 4 years than if the 
course had been cut and dried and fitted to him without volition on 
his part. An earnest attention to duty during the first 3 years enables 
him to enter upon courses of individual research and of general read- 
ing in the fourth year, and this conduces much to broad and liberal 
culture, the desideratum of university residence. 



80 HIGHER EDUCATION IN MICHIGAN. 

It is not oecessary to say much of the " English course" which first 
appeared in the catalogue for the year 187S-'7{). It has proved itself 
useful in bringing the university into connection with many schools 
w hich are not ready to offer preparation for other courses and with the 
larger high schools, where students entering upon a course of study 
without languages had hitherto found themselves debarred the privi- 
leges of higher education from the State. In 1890, 20 students grad- 
uated from this course, receiving the degree of bachelor of letters, 
while 51 took the degree of A. b. 

The special course of study allowed students over 21 years of age 
without examination has not been detrimental to the university. Such 
students have proved themselves with few exceptions thorough students, 
at times almost too desirous to work, tilled with a thirst for knowledge 
which needs no artificial condiments. 

It is sometimes asked what has been the effect of all this on the 
life and literary atmosphere of the university ? The answer must be 
the effect has been greater and more beneficial than was hoped. The 
elective and credit systems have abolished class distinctions. Petty 
class rivalries are unknown, and have given place to personal zeal for 
knowledge, stimulated by neither prize nor " honor. " There has beeu, 
and there still is a danger arising from the elective and credit system 
— students are tempted to undertake too much. It is the earnest desire 
of the faculty to imi)ress upon students that their college course is for 
themselves, that it is a period of growth in the direction toward which 
individual aptitude leads, that thorough knowledge is preferable to 
superficial acquaintance, and that " cramming " is not assimilation and 
growth. 

There was introduced in 1882 a new scheme of collegiate study known 
distinctively as the " university system." By this method of work a 
student, after completing 2 years of residence and after obtaining 
credit for the certain specified studies necessary for his degree, is no 
longer obliged to attend any fixed number of courses, but may concen- 
trate his energies upon one major and two minor studies, which he 
pursues under the direction of a committee of the faculty. At the end 
of his fourth year he is called ui^on to pass an examination in the 
studies so chosen. In this way " men of decided taste and ability may 
by assiduous cultivation of a specialty" acquire more than ordinary 
proficiency, and a freer, deeper, and broader spirit of research is encour- 
aged. The system has adapted itself well to the university needs. In 
June, 1888, thirteen students presented themselves for examination 
before their respective committees. 

In 1871 -'72 Professor Adams introduced the "seminary" method of 
studying history. Students electing history in their senior year were 
grouped in sections of twelve to fourteen students each, for the purpose 
of historical investigation. At the first meeting of the class a series of 
historical questions was assigned for special investigation and numerous 



PRESIDENT ANGELL's ADMINISTKATION. 81 

references to historical authorities were given. This system, altered as 
occasion suggested in its details, has been adopted in other departments 
of study, until now nearly all branches of work can be thus pursued by 
proficient students after they have completed certain studies qualify- 
ing them thus to be thrown on their own resources. The English de- 
partment, profiting by the experieuce of the historical depa-rtmeut, 
adopted the seminary or individual method of studying English mas- 
terpieces; and here also it has been a complete success. It is the lab- 
oratory method, the scientific method, the modern method of studying 
history, language, and philosophy. The University of Michigan was 
the first institution in America to introduce this method of work. 

In accordance with the provisions made by the regents in June, 1881, 
the school of political science was organized and woi k begun in the 
autumn of that year, with Prof. C. K. Adams as dean. The course of 
study in the school covered a period of 3 years, to be entered upon at 
the end of the second year of residence at the university or at some 
other respectable American college or university. The degree offered 
at the expiration and completion of the course was doctor of philos- 
ophy. Various courses in political and social science were at once 
offered, including political and constitutional history, international law, 
political economy, sanitary science, etc. The president reported for the 
year ending June 30, 1883, that fifteen undergraduates and three 
graduates were in attendance and that the following courses of study 
were offered: Political aud constitutional history, twelve courses; 
economic sciences, eight courses; social, sanitary, and educational 
science, three courses; constitutional administration and international 
law, six courses. Excellent results were for some time obtained; 
various interesting and valuable papers on historical and political sub- 
jects were written by the students in tbe school. The catalogue of 
1887-'88, however, includes this statement, which may be taken as the 
close of the history of this school : 

Experience has sbowu that under the tlexible elective syatetu now in force in this 
department instruction in the sludies peculiar to such a school may be provided 
without maintaining any sharply defined independent organization. 

Courses are now freely offered to be freely chosen, covering the 
branches above mentioned, in social, political, educational, and eco- 
nomic sciences, and the degree of Ph. D. can be obtained by study, in 
course, in the branches so offered for election. 

In addition to the other numerous innovations which gave the uni- 
versity a new aspect at the beginning of the collegiate year of 1879-'80 
there were for the first time offered courses in the science and art of 
teaching. The faculty of the literary department desired that courses 
of this kind be offered, which would enable students to become familiar 
with the principles which should govern the administration of graded 
schools. With no desire to invade the territory of the normal school, 
tiie faculty did desire to aid undergraduates wlio came for collegiate 
713— No. 4 6 



82 HIGHER EDUCATION IN MICHIGAN. 

study in order to prepare tlieiuselves for the work of teacbing and su- 
perintending schools, work which they were certain to undertake whether 
the chair existed or not. A number of students annually leave the uni- 
versity to teach, and many intend to adopt that work as a profession. 
They have, since 1879, had the opportunity, in connection with their 
studies in other lines of culture, to become acquainted with the philos- 
ophy and science of education. 

In his report to the board of regents for the year ending June 30, 
1880, Acting President Frieze called attention to the necessity of hav- 
ing greater accommodations for the general library. Statements and 
arguments were collected to show to the legislature the needs of the 
university in that respect, and in the session of 1881 there was granted, 
in response to the requests of the regents, $159,000, of which $100,000 
was appropriated for the i)urpose of erecting a new fireproof library 
building. Plans were soon adopted, presented by Ware & Van Brunt, 
of Boston. The building wasaccepted as finished by the building com- 
mittee of the board November 22, 1883. December 12 the building was 
dedicated by appropriate exercises. The building is somewhat unique 
in general plan and arrangement, and has proved itself admirably 
adapted to the needs of the students of the university. It contains a 
semicircular reading room, with seating capacity for 210 readers, afire- 
proof stack for about 100,000 volumes, and as a special feature it also 
contains "senjinary rooms," where students engaged in courses of indi- 
vidual research may have beside them original documents and books of 
reference and have ready access to the materials in the library.^ 

From 185G to 1877 the average annual additions to the library were 
about 800 volumes, and in June of the latter year there were on the 
shelves 23,909 volumes and 8,000 pamphlets. Since 1877 the rate of 
increase has been about 3,000 volumes per year. In that year the leg- 
islature began a series of special appropriations for the purchase of 
books. The libraries of the university are the general library, the 
medical library, the law library, and the library of the college of dental 
surgery. They contained, September 30, 1890, 74,599 volumes, 14,907 
pamphlets, and 571 maj/S and charts. The general library contained, 
September 30, 1890, including the special collections known as the Par- 
sons library, the MciNIillan Shakespeare library, the Hagermau collec- 
tion of history and political science, the German- American Goethe library, 
and the Dorsch library, 59,735 volumes, 14,708 unbound pamphlets, and 
571 maps. The legislature gives from $10,000 to $15,000 to be spent in 
two years for the purchase of books, and this furnishes the means of 
increase. 

The regents were granted, in 1879, the sum of $40,000 for a museum 
building, and one was erected costing slightly more than the appropria- 



' See for acconut of library building, iuchuling description of tbe building, as well 
as exercises on completion, Public Exercises ou the Completion of Library Building 
<>r the University of Michigan. 




No. 8. LIBRARY BUILDING, UNIVERSITY OF IMICHIGAN. 




Nu. 10. MUSEUM BUILDING, UNIVERSITY OF MICHIGAN. 



PRESIDENT ANGELL'S ADMINISTRATION. 83 

tioa. It contaius large and valuable mineralogical and geological col- 
lections, an extensive collection of zoological specimens — about 110,000 
in number, amoug which are the specimens forming the Beal-Steere col- 
lection. A botanical collection received from various sources also adds 
to the value of the museum and offers opportunities for botanical study. 
Industrial collections have also been made, chief among which is the 
gift received from the Chinese Government in 1885, of the exhibit which 
it sent to the Xew Orleans exposition. 

Numerous gifts received during the preseut administration have much 
enriched the university and added to its usefulness. The gallery of 
fine arts and history, begun in 1855, has been especially benefited. 
Henry C. Lewis, of Coldwater, dying August 18, 1883, bequeathed to 
the university — the bequest to take effect in possession on the death of 
his widow — his valuable collection of pictures and statuary,' consisting 
of nearly 700 paintings and about 35 pieces of statuary.' The collection 
contains a number of copies of the chief works of old masters and some 
of the finest pictures of a number of the best modern artists. 

The following year the distinguished sculptor, Randolph Rogers, of 
Rome, presented to the university a complete collection of the models 
and casts of his works, more than 100 in number.^ 

The reception of these two gifts encouraged the president to suggest 
the propriety of the establishment of a school of fine arts, as no other 
college in the country has a gallery comparable to the one now in the 
possession of the university. It is not improbable that the suggestion 
will be acted upon. Courses in art are now offered in the college cur- 
riculum and illustrated by the specimens which the gallery contains. 

In 1882, Mr. James J. Ilagerman, of the class of 18C1, presented to 
the university a collection of serial publications of value in the study 
of political science, containing about 2,600 volumes ; and the same year 
the McMillan Shakespeare library was presented by lion. James McMil- 
lan, now United States Senator from Michigan. Some 750 volumes 
were thus added to the general library, making it very strong in Shak- 
speareana. There are now some 3,300 volumes of Shakespearean text 
and criticism. Other gifts of somewhat less importance, butfor which the 
university is grateful, were received during these years. In 1889 there 
was established in the university the first fellowship, known as the 
Elisha Jones classical fellowship. This was done by Mrs. Jones in 
commemoration of her husband, who for many years was a professor in 
the university, and died in the summer of 1888 while occupying the 
chair of associate professor of Latin. His thorough scholarship and his 
frank and generous nature endeared him to all who knew him, and it was 

' See, for full statement, President Angell's report to board of regents for year end- 
ing June :50, 1884. 

-They include busts and full-length statues of many eminent men ; monuments in 
commemoration of events in our history, especially the civil war; the bronze doors 
of the Capitol, and ideal Hgnres, which have given the artist a world-wide reputation. 



84 HIGHER EDUCATION IN MICHIGAN. 

with especial feeliugs of gratitude tbat the authorities and students saw- 
such a commemorative fellowship established. 

Perhaps one of the best proofs of the progress of the university siuce 
1871 is in the number of students who come annually to the university 
as candidates for advanced degrees. President Angell has well said 
that one of the tests of a successful teacher is found in his power to 
stimulate pupils to push their studies beyond the limits of an under- 
graduate course. It is undoubtedly one of the tests with which to 
measure the success of a university. Ito facilities for graduate work 
and its powers of attraction over earnest students may well be taken 
into consideration in discussing development. In the calendar of 1871- 
'72 it is stated that nine resident graduates were in attendance at the 
university. The calendar for 1890-91 includes the names of ninety- 
five candidates for higher degrees. After the commencement of 1877 
the university ceased to give the master's degree " in course," or rather, 
" of course.'' Previous to that time here, as in most of the other col- 
leges of the country, graduates of three years' standing had conferred 
upon them a master's degree — which was no token of greater scholar- 
ship, but simply a proof of longer life. 

It is not within the province of this sketch minutely to state the tiuan- 
cial condition of the university, especially since there is nothing to be 
learned by such minuteness concerning the progress or the embarrass- 
ments of the university. Its fund and the interest received have 
already been spoken of. The interest on the university fund is not far 
from $38,000 per year; the one-twentieth mill tax will net for the next 
few years $47,272.50 per year. In 1887-'88 there was received from stu- 
dents' fees a net income of $72,235.25. Special aid is given by the leg- 
islature when there is need. The university rests securely on the 
generosity of the State, which has not failed to appreciate its greatness 
and respond to its calls for assistance. Private endowments of fellow- 
ships and professorships, and private gifts for buildings, will much 
augment the usefulness of the university and add to its capacity for 
doing good. But the university is now tirmly placed on the most se- 
cure of rock foundations ; on the pride and affection of the citizens of 
the State. There is no longer danger from passing storms. A retro- 
spect of tifty years gives good reason for the most sanguine hope. The 
founders of the university had a far-seeing vision, and prepared by 
word and deed for the future. Michigan has often been looked to for 
a solution of a problem which she seems now to have solved. 

It has been the intent of this sketch to show the progress of the uni- 
versity especially as a State institution resting on National land grants. 
If its progress has here been adecjuately portrayed, there seems ample 
ground for saying that the task of higher education and of professional 
training can be profitably performed by a public and popuhir university 
largely dependent for its success on popular appreciation, popular sym- 
pathy, and poimlar generosity. The calendar lor 1890-91 shows that 



PRESIDENT ANGELL's ADMINISTRATION. 85 

Michigau alone sent to the halls of her owuuuiveisit.y 1,102 of her sous 
and daughters for education and culture. 

The institution has lead in certain important particulars the educa- 
tion of the country. It lias introduced the "seminary method," the 
" credit system," the " diploma relation," the " teachers' special sys- 
tem." Its special courses in pedagogy were an innovation, as elective 
studies side by side with the studies of the old college system. It will 
be seen from this list alone, how much the University of Michigan has 
influenced the development of educational methods in the United 
States, and how it has been instrumental in introducing German 
methods and arrangements. 

Especially during the last ten years has the university struck out 
into the deep with a fearlessness which is still astonishing. The result 
of its boldness has justified the seeming temerit}^ — for courage has been 
tempered with discretion and restrained by wisdom* A fitting conclu- 
sion to the history of the present administration, as far as it has now 
progressed, and a fitting conclusion to a sketch of the university is an 
indication of its present facilities. Has not the idea of John D. Pierce, 
or Judge Woodward, or Mauasseh Cutler, grown into a noble institu- 
tion ? In 189l-'92 the department of literature, science, and the arts 
offers for the election of students not far from 400 courses, under the 
direction of about 70 instructors. These courses included Greek, Latin, 
Sanscrit,- Hebrew, Assyrian, mathematics, French, Italian, Spanish, Ger- 
man, Swedish, old Icelandic, Gothic, English and rhetoric, elocution and 
oratory, history, philosophy, pedagogy, political economj^, international 
law, physics, general chemistry, analytic and organic chemistry, hygiene 
and physiological chemistry, astronomy, mineralogy, geology, biology, 
zoology, botanj", physiology, drawing, surveying, civil engineering, 
mechanical engineering, mining engineering, metallurgy, music, bibliog- 
raphy. 

In June, 1887, the university celebrated its semicentennial. Addresses 
were debvered by President Angell, Professor Frieze, Principal Sill, 
ex Governor Blair, Justice Samuel F. Miller, and Hon. T. W. Palmer. 
Congratulatory letters were read from leading colleges and universities 
in the world. Congratulatory addresses were made by representatives 
of some of the leading universities in the United States. The pro- 
ceedings have been jiublished, and the publication is mentioned in the 
bibliography appended to this sketch. The writer of this report has 
not gone into the question of religion in the State University. It is a 
question which must be treated exhaustively, if at all. Those who are 
looking for a <liscussion of the question will find an admirable state- 
ment and review of the whole matter in the paper read by Prof Henry 
S. Frieze on the relations of the State University to religion, and pub- 
lished in the volume above referred to containing the proceedings of 
the semicentennial celebration. 



CHAPTER X. 

LABORATORIES OF THE UNIVERSITY OF MICHIGAN. 

NOTK. — Diirinof the past 10 years vast strides have been made in this country 
toward a proper and adequate teaching of the sciences. With these the university 
has endeavored to keep pace. The development on the polytechnic side of the uni- 
versity has been so great during the past 10 years that the writer has thought fit to 
narrate separately the history of the physical, hygienic, and mechanical laboratories. 
The facts in the sketches following are kindly furnished by the professors in charge 
of those laboratories. The hygienic laboratory is unique and alone in the country 
and has been thought worthy of special historical mention, inasmuch as it illustrates 
the relationship between the university and the State, while no worthy account can 
be given of the development of the university without mention of its advance in 
technical and thorough scientific instruction. 

THE HYGIENIC LABORATORY. 
[Prepared by Dr. V. C. Vaughan, December, 1889.] 

In 1886 the Michigan State Board of Health petitioned the board of re- 
gents of the uni versity to build and equip a laboratory of practical hygiene. 
The regents asked for an appropriation for this purpose from the legis- 
lature of 1887. This request was strengthened by petitions from the 
Business Men's Association and the Dairymen's Association. The ap- 
propriation was granted, and the new building was first occupied in 
January, 1889. There is a room for general bacteriological work which 
accommodates 30 students, three smaller rooms for advanced students in 
bacteriology, a room for gas analysis, one for water analysis, private 
rooms for instructors, a cold room, a disinfecting chamber, and an 
animal room. 

The objects of the laboratory, as stated in the memorial asking for its 
establishment, are as follows : 

(1) Original research on the causation of disease. 

(2) The examination of food and drink for the health officers of the 

State. 

(3) Instruction in hygiene. 

As research requires much time, and as only a few months have 
passed since the opening of the laboratory, it is too early to speak of 
the worl^ being done in that direction. The time of one person is taken 
86 



LABORATORIES OF THE UJ^IVERSITY OF MICHIGAN. 87 

up with the sanitary exaiiiiiiation ofdrinking water sent by the health 
authorities of cities and vilUiges. Each sample of water is tested — 

(1) Cbemically, with reference to the amount of polhition ; 

(2) Bacteriologically, with reference to the number and kind of 

micro-organisms i)resent; and 

(3) Physiologically, in order to ascertain whether or not the germs 

present are capable of producing a chemical substance which 

will poison animals. 
For this work a small fee sufficient to cover the actual expense is 
charged; this fee is turned into the laboratory fund. 
The following courses of instruction are given : 

(1) The elements of hygiene; two lectures per week for one semester. 

(2) Physiological chemistry; lectures twice a week, laboratory 

work daily through two semesters. 

(3) Sanitary chemistry; lectures twice a week, laboratory work 

daily through two semesters. 

(4) Bacteriology; lectures twice a week, laboratory work daily 

through one semester. 

(5) Eesearch on the causation of disease ; laboratory work daily. 
Students desiring instruction in other branches of hygiene are ad- 
vised to take courses in some of the other university laboratories. 
Thus, for practical training as a sanitarj' engineer, courses in the engi- 
neering and mechanical laboratories, as well as those in the hygienic 
laboratory, are required. 

The legislature of 1889 made a further appropriation of $G,000 for 
the more complete equipment of the laboratory. 

The laboratory also undertakes work in the way of analyses and in- 
vestigations requested by the State board of health. 

It will be seen from the above that while the hygienic laboratory is an 
integral part of the university and is under the control of the board of 
regents, the endeavor is to make it a practical benefit to the State at 
large. Any city or village desiring to introduce a public water supply 
and Laving two or more possible sources in view cau send samples of 
these waters to the laboratory and have thorough analyses made at 
nominal fees. Any grocer or other individual suspecting adulteration in 
some article of food can have the matter tested in the same way. These 
analyses and examinations are, of coarse, limited to those which may 
be of i)ublic beneiit. The analyses of mineral waters for private indi- 
viduals or corporations are charged for at full rates, and the examina- 
tion of ores is not undertaken. 



88 HIGHER EDUCATION IN MICHIGAN. 

THE rHVSICAL LABORATORY — THE rOURSE IN ELECTRICAL ENGI- 
NEERING. 

[Pie[)are(l by Prof. Henry S. Carhart.J 

Previous to tlie year 188S-'89 the laboratory Mork in pbj^sics was 
carried on in rooms located on tlie fourth Hoor of the main university 
building. Upon his election to the chair of physics in ]88C, Professor 
Carhart made a special effort to impress upon the regents the necessity 
of a physical laboratory and of additional apparatus as a prerequisite to 
any satisfactory work in the department. The president of the uni- 
versity called attention to the matter in his annual report, and the re- 
gents memorialized the legislature for a sum sulhcient to erect a build- 
ing for the accommodation of four departments, physics, physiology, 
histology, and hygiene. A bill was passed bj' the legislature appropri- 
ating $35,000, which was less than half the amount needed for the four 
laboratories. The regents set aside $5,000 for the equipment of the 
other departments named above, and decided to erect with the balance 
a laboratory of physics and hygiene. 

This building was completed within the appropriation and was ready 
for work in the fall of 18S8. It is 3 stories in height, including a high 
basement nearly above ground, 115 feet in extreme length, and 72 
feet wide at the widest part. The basement and first floor are devoted 
entirely to physics, and the second floor to hygiene. The interior fin- 
ish is of brick of the same quality as the exterior, and the construction 
was designed with especial reference to solidity. The basement floor 
throughout is of German rock asphaltum, insuring dryness and great- 
est freedom from dust. Here are located seven rooms, devoted almost 
exclusively to electricity, and two others for heat and light. 

The engine and dynamo room, 36 by 38 feet, is well lighted by nine 
large windows, and serves as well for a workshop. Adjacent to this is 
a large room for the measurement of heavy currents, and a dark room 
for photometric work. A small room for the storage battery is located 
conveniently near, and the remainder of the basement is divided into 
rooms for special work, each one being provided with one or more sub- 
stantial stone-capped piers and some of them having sinks and city 
water. Tlie west end of the building has been kept nearly free from 
iron, and furnishes quite a satisfactory place for magnetic work. Cop- 
per nails and anchors, and brass, steam, and gas pipes were used in this 
])ortion of the building; alsolead.window weights and brass hardware. 

The first floor above, reached by a broad staircase, contains seven 
rooms besides the hall and toilet rooms. Two private rooms are adja- 
cent to the lecture room on one side. The lecture room is seated for 
120 students, is lighted with five very large windows, which can be 
darkened by screens running down into pockets, and is provided with 
a convenient lecture table supplied with gas, water, electricity, and 
oxygen. A small turbine water-wheel and an electric motor furnish 



LAHORATORIES OF THH Ux\JVER8ITY OF MICHIGAN 89 

l)o\vei' for lecture i)iii[)oset>. A .subslantial pier has been brought up 
Hush with the tioor at the eud of the lecture table to secure the neces- 
sary stal)ilitj for delicate iustruuients. Doable doors iuiaiediately be- 
hind the lecture table lead to the apparatus room, and from this en- 
trance may be had to the general elementary laboratory. This is ac- 
cessible also from the corridor. Heavy wood tables are i)laced in the 
middle of this room, and slate tables, supported on stone corbels, run 
along one side and one end. Connected with this room are a balance 
room and a mercurial room. The balances rest on slate slabs attached 
to an independent wall, and are thus nearly or quite free from the 
vibrations of the floor. A pier in the mercurial room furnishes a sup- 
port for the cathctomcter. 

The instruction in physics includes, first, a course of illustrated lec- 
tures running through the entire year four times a week, one day a week 
additional being devoted to quiz work; second, a course of elementary 
laboratory work, tobefollowed on election by more advanced work; third, 
a course iu theoretical physics, and special courses in mathematical elec- 
tricity, geometrical optics, etc. ; fourth, a course of lectures and labora- 
tory work in electrical measurements, and a short course on batteries ; 
fifth, a course, partly class work and partly practical work, in dynamo- 
electric machinery; and sixth, a course in photometry of electric lamps 
and electric distribution. Special attention is paid to electricity iu con- 
nection with the course of study in electrical engineering, which the 
regents authorized in June, 1889. The collection of apparatus already 
offers good facilities, especially in mechanical measurements, iu sound and 
light, and in electricity. Much new apparatus for quantitative work 
in this last subject has been added with the new building, including a 
complete electric lighting i)lant of fifty incandescent lamps, with the 
usual instruments for making tests of the same. 

While more interest attaches to the study of electricity at present than 
to the other branches of physics, yet the other subjects will not be neg- 
lected, and facilities will be offered for advanced work in other direc- 
tions than in electricity. It is proposed, however, to meet all reasona- 
ble demands for facilities and appliances to carry on sucsessfully the 
electrical part of the course in electrical engineering. 

The high schools of the State are now prepared everywhere to teach 
elementary physics. It seemed wise, therefore, to leave to them this 
elementary work and to devote the time of the instructors in the uni- 
versity to more advanced courses which presuppose acknowledge of 
elementary principles. This plau would exclude from university in- 
struction in physics all students who have not had the preliminary 
study of the subject in their preparatory training. In order to avoid 
this difficulty it was proposed to make elementary physics a part of the 
requirement for admission of candidates for all degrees alike in the de- 
partment of literature, science, and the arts. It was also urged that it 
was highly desirable to introduce the student to scientific study at a 



90 HIGHER EDUCATION IN MICHIGAN. 

imicli earlier period than lieretol'ore, so that he mi^ht cultivate his taste 
lor science along with languages, history, and mathematics. It was 
also thought that the early oj)i)ortunity to begin the study of science 
along with the classics would work rather to the advantage than to the 
disadvantage of the latter, and would retain many students in classical 
courses of training who could otherwise seek courses of preparation in 
which science receives its due share of attention. The question was 
carefully and exhaustively considered by the faculty of the university 
for more than a year before deciding unanimously to require a year's 
study in physics as a condition of entering upon any course of study 
leading to a degree in the literary department. This requirement will 
go into effect in ISOO. 

Since practical laboratory work has become suck a prominent feature 
in modern physics-teaching it may be well to say that physical labora- 
tory practice in tlie university is confined entirely to quantitative exer- 
cises. Qualitative experiments for purposes of illustration only are 
performed before the class in the lectures. The laboratory student is 
always exi)ected to do his work in the most accurate manner that his 
instruments will aduiit of. He thus secures a training in carefulness 
and attention to imi)ortant details that no amount of didactic teaching 
can imi)art. lie learns also that our very best efforts enable us to ap- 
proach only more or less nearly to the ideals expressed in the laws of 
l)hysical action ; that every determination is attended with more or 
less uncertainty, due to inevitable instrumental errors and to errors of 
observation. When he has become skillful in the use of instruments 
and has learned to reduce the errors to a minimum, he can then take 
up some independent investigation with a fair prospect of success. 
Every physical laboratory of university grade should aim to add some, 
thing to that great stock of the knowledge of nature by wliich science 
is constantly advancing. Science is .thus not a thing of the past only, 
but also of the present and the future.* Perhaps no field offers more 
problems for solution than are to be found in physics. It is earnestly 
hoped that some of them may be solved in the new phj'sical laboratory 
of the University of Michigan. 

ENGINEERING LABORATORY AND MECHANICAL ENGINEERING. 

[Prepared Ity Prof. :Mortiiiit>r !•:. Coolej', December, 1H89.] 

A course of mechanical engineering, parallel with the courses in 
civil and mining engineering, was established in the university in 
1881. The addition of this course had been desired for many years in 
order to round out and complete the work of the university in engi- 
neering. The question of expense, an important one up to that time, 
stood in the way, however, and it was not until the services of an 
engineer of the U. S. Navy, detailed by the Navj^ Department under 
an act of Congress of 1879, were secured without expense to the uni- 
versity that the mechanical course was found practicable. 



LABORATORIES OP THE UNIVERSITY OF MICHIGAN. 91 

Assi-staut Eugiueer Mortimer E. Ooolcy, U. S. Navy, reported for 
duty to Acting- President Henry S. Frieze, August 9, 1881, and imme- 
diately entered upon the work of organizing a course in mechanical 
engineering. A special announcement was issued, and the worls was 
blocked out in such a way as to meet immediate demands on the part 
of students and at the same time to provide for any probable future 
development. Such a course would not have been possible except for 
the hearty cooperation of the departments of civil and mining engineer- 
ing, to which the new course was in fact supplementary. 

A demand for the advanced courses in mechanical engineering was 
not expected for at least two years, and no provision was made to offer 
them, as the teaching force was inadequate. The opening of college 
disclosed a much greater demand for the courses offered than was 
anticipated, even for the advanced courses, which latter demand was 
of course necessarily refused. The work thus commenced under the 
most favorable auspices has co,ntinued without interruption to the 
present time, and has given encouragement to new development in 
special lines of work now open to all students in engineering. 

The following list comprises the courses offered at that timo, together 
with the number of students electing same : 

1. Workshop appliances and processes, pattern-making, molding, and founding, 

!i 2-5 course - "' 

2. Mechanical laboratory work (not given this year). 

3. Mechanical laboratory work, a 2-5 coarse 5 

4 Machinery, machine construction, and drawing, a 3-5 course 5 

5. Mechanism and machine drawing, a 2-5 course 10 

G. Machinery and prime movers, a 8-5 course C 

7. Machine design, a 3-5 cou.se 1 

8. Thermodynamics (not given this year). 

9. Original design, estimates, specifications, and contracts, a 2-5 course 1 

10. Naval architecture (not given this year). 

11. Naval architecture, a 2-5 course .., 1 

Total number of students '^^ 

Courses 5 and G are identical with the courses of the same number in civil engi- 
neering, and the students taking them were mostly civil engineering students. 

Soon after the opening of college the question of a mechanical labora- 
tory for practical work in engineering arose. Dr. Frieze urged the 
expenditure of $2,500 that had been appropriated by the legislature for 
the department of civil engineering, and which that department was 
not prepared to make immediate use of, for the purpose of making a 
beginning. While it did not appear possible to do much with so small 
a sum, it was finally concluded to expend it, and a two-story brick and 
wood building, 24 by 36 feet, was erected at a cost of $1,500, leaving 
$1,000 for the equipment, which consisted x)f two sets of woodworking 
tools, a wood-turning lathe, an old iron lathe, a forge and set of black- 
smith tools, a small cupola furnace, a brass furnace, a blower (donated 
by Mr. Sturtevant, of Boston), and shafting. Power was furnished by 
a 4-horse-power engine and boiler combined. 



92 HIGHER EDUCATION IN MICHIGAN. 

The building, couinienced late in the fall, was tinislied and ready to be 
occupied the second semester, and t> students, the limit, were accomo- 
dated to work, many more being refused. Although no regular course 
of shop instruction could be followed at first, still the results accom- 
l)lisbed were sufficient to show conclusively that there was a demand 
for such instruction on the campus, and that the uuiversity regents 
would be warranted in increasing liberally the facilities for work in this 
direction. 

For the first tw^o years laboratory work was offered during the second 
semester only, the time of the instructor, Mr. Cooley, being fully occu- 
pied during the first semester with other courses. 

Mr. Robert AVinslow was employed to instruct in the foundry, giv- 
ing a i^art ot two daj'S per week to this work. 

The r^'geuts, in their memorial to the legislature in 1883, asked for an 
appropriation of 11,500 for apparatus and equipment and $1,000 per 
year for two years to secure additional skilled assistance. Clarence G. 
Taylor, a graduate of the Worcester Free Institute, was in the fall of 
1883 appointed assistant in the mechanical laboratory. At this time 
also the regents turned over for temporary use of the department an 
unused wooden one-story building about 30 by 70 feet, which was moved 
alongside the first structure and connected with it. This addition, with 
its woodworking machinery and engine, together with the new tools 
purchased with the $1,500, more than trebled the capacity of the labo- 
ratory. The following comprised the equipment in 1883-'84. 

The icood room, 30 by 70 feet, contained 13 benches, 13 complete sets 
of tools, 3 wood-turning lathes, 1 chuck-lathe, 1 jig-saw, a universal saw- 
bench, a molding mac hine, a mortiser, and a power grindstone. The 
engine was also placed in this shop. Two of the wood-turning lathes, 
the chuck-lathe and jigsaw were designed and built in the laboratory 
by students. 

The iron room, 21 by 36 feet, contained 8 vises, 2 ironlathes, 1 speed- 
lathe, 1 iron planer, 2 drill-presses, an emery grinding machine and 
a grindstone. 

The forge shop, 24 b^' 3G feet, contained 5 forges, with jiower blast, 
and 5 complete sets of tools, including 2 vises. 

The foundry took the place of tiie forge shop during the second se- 
mester, and contained a molding tlooi' with 1 foot of molding sand, 
the necessary molders' tools, a cni)ola 18 inches inside diameter and 
GO inches high ; also a brass furnace. 

The capacities of the various shops were as follows : Wood room, 
14 students; iron room, G; forge shop, 18, in three sections; foundry, 
12; total, 38 the first semester and 32 the second semester. 

Up to this time the demand for admission to the laboratory courses 
was about twice the capacity of the shops to accommodate ; it therefore 
became necessary to limit the admission to engineering students. The 
original idea had been, however, to open the mechanical laboratory to 




No. 3. ENGINEERING LABORATORY, UNIVERSITY OF MICHIGAN. 



LABORATORIES OF THE UNIVERSITY OF MICHIGAN. 93 

all classes of students ; aud it is believed that sucli a course would be 
productive of the greatest good. Not only is this practical education 
useful to the young engineer; it is also useful to the metallurgist 
aud manufacturing chemist, to the teacherof sciences who has occasiou 
to improvise apparatus, to the lawyer making a specialty of patent law. 
In no walk of life will such a practical training as may be acquired in 
the mechanical laboratory come amiss. 

In 1881-85 the regents went to the legislature, asking for an appro- 
priation of $25,000 for new aud larger buildings and equipment and 
$4,000 additional for salaries of instructors. 

Owing to a similar request on the part of the agricultural college, 
which had concluded to establish a similar department, the sum asked 
for was cut down to $15,000 for building and equipment and $1,000 
for instructors' salary. With this sum a suitable buildiug, with two 
stories above the basement, 40 by 80 feet, was erected and partially 
ecjuipped. The old wooden carpenter shop, loaned by the regents, was 
removed, its machinery being transferred to the new building. This 
gave a wood room 40 fi et by 80 feet, an iron room 40 feet by 80 feet, a 
a large pattern and lumber loft, and a roomy basement, the forge shop 
and foundry remaining unchanged. The equipment receiving but little 
increase, however, left the capacity of the laboratory about the same 
as before. At this time a skilled machinist was employed to give in- 
struction in iron work, making three instructors in shop work. The 
name was changed from mechanical laboratory to engineering labora- 
tory to avoid confusion with the similar departmement at the Agricul- 
tural College, aud also because the laboratory was for the benefit of all 
classes of engineers, not being confined to one class alone. Further, it 
was designed to have the terra embrace the various shops, and also a 
department of investigation or experiments, which properly would be 
a mechanical laboratory. 

In 1886-'87 the legislature made an appropriation of $16,000, with 
which to complete the engineering laboratory according to the original 
plans, which had been made in full two years before, aud to provide addi- 
tional equipment; but owing to labor troubles and increase in cost of 
materials and building the sum was found insufficient. It was found 
possible, however, to finish all except a portion of the central wing aud 
to add somewhat to the equipment. The additions comprised a forge 
and foundry buildiug of one story 32 by 80 feet, and a central building 
of two stories above a basement, connecting the two wings, 34 by 54 feet. 
A tower contains an iron tank of 100 barrels capacity at an elevation of 
75 feet for hydraulic experiments. 

The forge shop, 30 by 40 feet, now contains 12 forges witii anvils 
and complete sets of tools, supplied by power blast, the smoke being 
removed by an exhaust fan. The foundry, oO by 40 feet, contains 
an 18 Inch by 6-foot cupola, two brass furnaces, a core oven, and a 
hydraulic elevator. Provision has been made for a larger cupola and a 



94 HIGHER EDUCATION IN MICHIGAN. 

traveliug crane. The central building contains a basement for storage 
purposes ; the first floor contains a large washroom with lockers, clos- 
ets, engine room with a 50-horse-power Reynold's Corliss engine, and 
superintendent's office 5 the second floor contains well-lighted drawing- 
rooms and a blue-print room. 

With the $9,500 appropriated in 1888-'89 the laboratory has been fin- 
ished and is no\V receiving additional equipment. 

An instructor in forging has been added, so that now in addition to 
the superintendent there is a skilled mechanic in each of the four shojjs. 
The capacity of each of the shops is approximately as follows : 

Wood room, 18 at onetime, two sections 36 

Iron room, 12 at one time, two sections 24 

Forge shop, 12 at one time, six sections 72 

Fouuclry, 12 at one time, three sections 36 

Total 158 

The experimental or mechanical laboratory is being fitted up with 
special reference to steam engineering, hydraulic and pneumatic work, 
and to tests of various kinds of machiuer}^ for capacity and efficiency. 
Standard instruments are being provided, so that the university may 
possess the means of correcting any apparatus sent to it for that pur- 
pose. Manufacturers have been most liberal in making the university 
donations, the total now received aggregating some $7,000 or $8,000, 
or nearly $1,000 per year for this department alone. 

Although considerable space has been devoted to the laboratory, it 
must not be inferred that the theoretical work is sacrificed to the prac- 
tical work. The laboratory courses constitute only one portion of the 
engineer's education as received in the university, as will appear from an 
inspection of the technical courses as ofl:ered in the calendar. 

Lectures on naval architecture were given the second semester of the 
first two years, but owing to a greater demand in other directions were 
dropped for the next four years. They were again taken up the first se- 
mester of 1888, and with the addition of a course on shipbuildiug and one 
on marine engines are now offered regularly in the university as an 
alternative part of the work leading to the degree of b. s. in mechan- 
ical engineering. 



LABORATORIES OF THE UNIVERSITY OF MICHIGAN. 



95 



Summary of students in attendance at the Unwersity of Mich'ujan from its organization to 

the prtsent time. 



Years. 



184t... 
1845 . . . 
1846... 
1847 ... 
1848... 
1849... 
1850... 
1851 ... 
1852... 
1853 ... 
1854... 
1855 . . . 
1856... 
1857... 
1858... 
1859... 
1860 . . . 
1861... 
1862... 

1863 ... 

1864 . . . 
1865... 
1866... 
1867... 
1868... 
1869 . . . 
1870... 
1871... 
1872... 
1873... 
1874 . . . 
1875-76 
1876-77 
1877-78 
1878-79 
1879-80 
1880-81 
1881-82 
1882-83 
1883-84 
1884-85 
1885-86 
1886-S7 
1887-88 
1888-89 
1889-90 
1890-91 



Departments. 



Science, 
literature, 
and tlie arts. 



53 

53 

70 

72 

89 

77 

72 

64 

57 

CO 

93 

155 

223 

285 

276 

287 

265 

273 

270 

266 

295 

279 

354 

335 

418 

422 

477 

488 

509 

476 

484 

452 

369 

365 

441 

448 

521 

513 

524 

.539 

524 

596 

693 

748 

824 

1,001 

1,170 



Medicine. 



95 
159 
162 
151 

133 
152 
167 
137 
143 
164 
242 
216 
252 
340 
414 
467 
5i5 
418 
358 
340 
315 
350 
357 
314 
312 
285 
296 
329 
350 
380 
380 
369 
332 
334 
327 
321 
310 
371 
372 
375 



Law. 



90 
159 
119 
134 

221 
260 
385 
395 
387 
342 
309 
307 
348 
331 
314 
321 
309 
384 
406 
395 
371 
395 
333 
306 
262 
286 
338 
341 
400 
522 
581 



Homeo- 
pathic. 



Dental. 



91 
104 
108 
103 
132 



Phar- 
macy. 



64 
69 

71 
81 
88 

100 
87 
77 
61 
61 
67 
90 

lOil 
83 
9.1 



Total. 



53 

53 

70 

72 

89 

77 

72 

159 

216 

222 

244 

288 

375 

452 

413 

430 

519 

674 

605 

652 

856 

952 

1,206 

1,255 

1,223 

1,122 

1,126 

1,110 

1,207 

1,104 

1,112 

*1, 127 

tl, 110 

1, 230 

1,372 

1,427 

1, 534 

1,534 

1,440 

1,377 

1,295 

1,401 

1,572 

1,667 

1,882 

2, 153 

2,420 



■ Two counted twice. 



tOnocouLte'd twice. 



CHAPTER XI. 

BIBLIOGKAPHY. 

Micbigan, by Thomas M. Cooley, Bostou, Houghton, JM., & Co., " Ameri- 
can Commonwealth." 

Outlines of Political History of Michigan, b}' James V. Campbell. 

History of Detroit and Michigan, by Silas Farmer. 

Early History of Michigan, by Mrs. Sheldon. 

Michigan Pioneer Collection, especially centennial volume, which con. 
tains address on the university, by President Augell, and article 
by Principal Sill on formal School. 

History and Management of Land Grants (or Education in the North- 
west Territory, by George W. Knight, pii. d., Papers of Amer. Hist. 
Assoc, vol. I, New York, Putnam's Sous, 1885. 

History of University of Michigan, by Elizabeth M. Farraud. Ann 
Arbor, 1S85. 

Historical Sketch of the University of Michigan, by Charles Kendall 
Adams. Ann Arbor, 187G. 

An article on the University of Michigan, by Moses Coit Tyler, in 
Scribner's Magazine, 1870. 

American State Universities and the University of Michigan, by An- 
drew Ten Brook. Cincinnati, 1875. 

The Semi-Centennial Celebration of the Organization of the University 
of Michigan, June 26-30, 1887 ; Ann Arbor, 1888. 

The University of Michigan : A historical and descriptive account, by 
Charles Mills Gayley, in " Descriptive America."' August, 1884. 

The University of Michigan, by Calvin Thomas, in the Western Maga- 
zine, June, 1880. 

University of Michigan, by C. \V. Buttertield, Magazine of Western 
History, December, 1880. 

Memorial addresses, delivered in University Hall, by Henry S. Frieze, 
Charles K. Adams, Alexander Winchell, Thomas M. Cooley, Ann 
Arbor, 1882. 

School Laws and School Funds of Michigan, John M, Gregory, Super- 
intendent of Public Instruction, Lansing, LS5!). 

Memorial address on Henry S. Frieze, by President Angell. 

A sketch ot the life of Henry S. Frieze in Palladium for 1885. 

A short history of the University of Michigan by Calvin Thomas, 
I'alladium, 1887. 
96 



BIBLIOGRAPHY. 97 

The Study of History ia American. Colleges and Universities (chapter 
on University of Michigan), by H. B. Adams, Bureau of Educa- 
tion, Washington, D. 0. 
Catalogues and calendars published by the university. 
Proceedings of board of regents, including reports of i^resident and 
the reports of the treasurer. Published by the university. Annual 
anuounceineuts of the difierent departments of the university. 
Published by the university. Public exercises on the completion 
of the library building, which includes an address by Justin Win- 
sor, an address by President Angell, a report by the committee, 
and a historical account of the growth of the library by Librarian 
Davis. 
Education in Michigan during the Territorial period, by Lucy M. 

Salmon, A. M., Lansing, 1885. 
Laws of the State. 

Reports of superintendent of public instruction. 
Proceedings of constitutional conventions. 

The early condition of Michigan cau be adequately studied only by 
reference to contemporaneous records and publications, including gaz- 
eteers and travelers' journals. The first part of this history has been 
written from reference to many such documents which need not be here 
stated. The History of Detroit and Michigan, by Mr. Farmer, has 
much of valne in this connection, as before suggested in note to first 
chapter. Memorials of a Half Century, by Bela Hubbard, and the arti- 
cles by Judge C. L Walker, in Michigan Pioneer Collection, will throw 
light on the condition of Michigan during the territorial period and 
before. 

713— No. 4 7 



THE MICHIGAN STATE NORMAL SCHOOL, YPSILANTI, MICHIGAN. 



By Principal J. M. B. Sill. 



ITS SCOPE AND PURPOSE. 

The field which this iustitutioii occupies lies largely within the limits 
of secondary education. In several of its dei)aittnents, however, in- 
struction goes beyond the lower boundary line of higher education and 
enters fairly into the area of collegiate work. The dividing line be- 
tween primary and secondary and that between secondary and higher 
education are not, as yet, accurately and absolutely determined. In the 
foregoing statement concerning the ground covered by the academic 
courses offered in the normal school, the line established by the Uni- 
versity of ^Michigan in the requirements which it makes upon the best 
high schools as preparation for entry into its regular courses has been 
regarded as the upper or higher limit of secondary education. In 
other words, the point at which in any line of studies the accepted 
preparatory schools close their work and at which the university 
begins its courses is, for the purposes of this paper, taken as the divid- 
ing place between secondary and higher education, and it has been 
deemed proper to regard such portions of courses of study as are regu- 
larly pursued in the normal school beyond this point as pertaining to 
higher education. 

Judged by this criterion, the department of mathematics in the 
normal school goes beyond the line of secondary instruction when it 
offers to its students in the scientific courses tuition in higher algebra, 
trigonometry, and surveying. 

In history this line is passed by the offer of courses in English con- 
stitutional history, in institutes of history, and in the history of edu- 
cation. 

In the same higher field are ofiered, in English, an advanced course 
in American literature, a course in masterpieces, and a course in 
history of the English language and Anglo-Saxon ; in physical science, 
a course in physical technics, an advanced course in chemistry, another 
in physics, and a course in astronomy ; in natural science, a course in 
comparative zoology and another in geology; and in philosophy, two 
courses in psychology. A course in advanced drawing carries the 
student considerably beyond the university requirements for admission, 
98 



MICHIGAN STATE NORMAL SCHOOL. 99 

Fairly witliiu the field of higher ecliicatiou, as hereiu defined, are 

also one advanced course in French, three in German, and studies in 

German and French literature. 
The courses in Latin and Greek also exceed somewhat those offered in 

schools which are strictl^"^ secondary. 
Of the advanced courses specially noted above, those in American 

literature, history of education, physical technics, chemistry, astronomy, 
and comparative zoology cover, each, fifty recitations or lectures; all 

others are full half-year courses. 

To the extent indicated above, then, the normal school concerns 
itself with the higher education of its pupils. Its other work is purely 
secondary or else technical. Its advance into higher work — into the 
fields of higher education — has been gradual and by slow steps. It has 
thus far hardly kept pace with the needs and demands of the public 
schools. The highest judicial State authority has, in effect, decided 
that public common-school education in Michigan extends beyond mere 

elementary tuition, that to it rightfully belongs the whole ground occu- 
pied by our best high schools, and that its upper limits extend at least 
far enough to include all that is generally conceded as pertaining to sec- 
ondary education. 

The function of the normal school is to equip teachers, botli profes- 
sionally and academically, for duty in any place in these public schools 
to which they may be called, whether such schools are primary or 
secondary in the character of the instruction offered by them. No 
teacher is so equipped unless his own studies have been carried con- 
siderably beyond the limit to which he is required to conduct his own 
pupils. It follows, then, that the normal school graduate ought to be 
furnished with an education that carries him considerably beyond the 
limits of any secondary instruction that he may be calknl upon to give. 
In other words, he ought to pursue his own course of training so far 
that there shall be an ample margin between what he knows and what 
he may at any time be called upon to teach. The extent of this margin 
is a matter upon which opinions Mill differ, but the State board of edu- 
cation, with which rests the responsibility of the conduct of the normal 
school and its policy, have taken steps in the direction of so. enlarging 
some of the present courses of study that students who satisfactorily 
complete them shall fairly earn the honors that are usually awarded to 
those who finish a complete collegiate course. The margin of knowl- 
edge alluded to above, in case of those who complete advanced courses 
in this normal school, comprises a liberal course in literature, art, and 
science. 

OUTLINE OF HISTORY. 

The buildiug originally erected for the purposes of this institution 
was dedicated with appropriate ceremonies on the 5th day of October, 
1852. As early as 1836, Hon. John D. Pierce, then recently chosen 



100 HIGHER EDUCATION IN MICHIGAN. 

State superintendent of public instruction and the first incumbent of 
that office in Michigan, gave, in his first report to the legishiture, an 
able review of the Prussian normal schools and urgently recommended 
the adoption of a similar plan for the advantage of free schools in 
Michigan. 

In subsequent reports he kept this subject, which he deemed of prime 
importance, before the people and the legislature. His immediate suc- 
cessors in the State superintendency, Hon. Franklin Sawyer and Hon. 
Oliver C. Comstock, were equally urgent in presenting the necessity 
for the establishment of a normal school and in setting forth the ad- 
vantages to popular education that such a step would secure. Hon. 
Ira Mayhew, the fourth in the line of State superintendents, pressed 
the subject upon public attention with characteristic zeal and persever- 
ance. 

The result of these many years of earnest advocacy by a succession 
of able and devoted State superintendents was the enactment in 1849 
of a law providing for the establishment of a State Normal School. 
This new educational enterprise was placed in charge of a State board 
of education consisting of three j)ersons appointed by the^overnov, the 
lieutenant governor, and the superintendent of public instruction, who 
was ex officio secretary of the board. The legislature of 1850 added to 
these the State treasurer, who was ex officio treasurer of the board. 
During the same year the new constitution was adopted. This provided 
for a board of four persons, three of whom are electc<l by the people and 
hold office for six j'ears, one being chosen at each biennial election. The 
fourth member is the superintendent of public instruction, who is ex 
o^cio a member and the secretary of the board. The first election under 
this provision of the constitution was held in November, 1852, ami the 
State board of education, thus constituted, began its laboi s in January, 
1853, and has continued Its functions without change or interruption 
until the present date. 

Meanwhile, the board appointed before the adoption of the constitu- 
tion had proceeded to locate the school at Ypsilanti, Washtenaw County. 
Several towns and cities made proposals and offered inducements for 
the location of the normal school, but the most favorable proposition 
came from the citizens of Ypsilanti. Their offer included the following 
items: an eligible site, a subscription of $13,500, the use of temporary 
buildings, and a sum of money for the payment of salaries of the teach- 
ers of the model department for a term of five years. Accepting this 
offer, the board, consisting of the lieutenant-governor, the superin- 
tendent of public instruction, and Samuel Barstow, Randolph Man- 
ning, and the Rev. Samuel Newberry, proceeded at once to enlarge the 
site donated by the purchase of an additional tract of land, and to erect 
a brick building 55 by 100 feet in dimensions and three stories in height, 
at a cost of $15,200. This building, finished and furnished, was ready 
for use and was dedicated, as has already been stated, on October 5, 
1852. 



MICHIGAN STATE NORMAL SCHOOL. 



101 



The scliool was first opened for tlie reception of students in March 
18^3. Its active existence therefore covers a period of more than 3G 
years. 

Its affairs have been administered, under authority of the board of 
education, by several principals, the order and duration of whose serv- 
ices are shown in the following table : 



Name of principal. 



Period covered. 



Tears of 
service. 



Adonijiih S. Welch 

David P. Mayhew 

C. Fitz Koy Bellows (actiug principal) 

Joseph Estahrook 

Malcolm Mac Vicar 

Daniel Putnam (acting principal) 

Edwin Willetts 

Daniel Putnam (acting principal) 

John M. B. Sill 



1853-1865 
1865-1870 

1871 
1871-1880 

1880 
1881-1883 
1883-1885 
1885-1886 
1886- 



12 
5 
1 
9 
1 
2 
2 
1 
5 



Of these, the first principal, Adonijah S. Welch, and his immediate 
successor, David Porter Mayhew, have died within three years of the 
present date. They were men of extraordinary power and devotion, 
and, each in his own way, they rendered noble service to the normal 
school and to the cause of free education in Michigan. 

During the existence of the normal school, it has graduated in its 
several courses 1,7G1 3'oung men and womeu, nearly all of whom have 
been engaged as teachers in the schools of Michigan. 

The average number of graduates in the last five classes has exceeded 
100. 

The following table shows the annual enrollment in the normal school 
proper (not including the training school) lor the last 21 years : 



1870-71 231 

le71-"72 290 

1872-73 •32'i} 

1873-74 3()4 

1874-75 40y 

1875-7(j 449 

1876-77 366 



1877-78 338 

1878-79 292 

lb79-'80 298 

1880-'81 318 

l881-'82 330 

18&2-'83 398 

1883-'84 475 



1884-'85 : 519 

1885-'86 628 

188(;-'87 675 

1887-'88 714 

1888-'89 803 

1889-'90 811 

1890-'91 909 



MEANS OF SUPPORT. 

Under the law of 1849 ten sections of salt spring lands were appro- 
l^riated for the i)urpose of defraying the expense of erecting a building 
and for the purchase of the necessary furniture, ai)paratas, books, etc. 
Another fund, called the normal school endowment fund, was also es- 
tablished by a grant of fifteen sections of salt-spring lands, and the 
board of education was directed to locate the lands comprising both 
sections. In 1850 the two grants were consolidated into one, constitut- 
ing a normal school endowment fund. From the proceeds of these 
land grants a sum of about $8,000 was used in the erection of the origi- 
nal school building. The remainder of the proceeds of the sale of the 
lands is now held by the State, and the interest at 6 per cent, is used 
annually in the maintenance of the school. 



102 HIGHER EDUCATION IN MICHIGAN. 

Last year (ending June 30, 1891) the interest on this permanent fund 

amounted to $5,260.19 

Recoipti from admission fees, etc., for the year 5, 45d. 21 



10,718.40 

The current expenses were $04,636.40, and the balance; Sri3,918 over 
the $10,718.40 as shown above, was met by legislative appropriation. 
These figures, for 1889-'90, are given to show how the most of the current 
expenses are met. The legislature at each biennial session appropriates 
an amount sufficient to cover the estimated current expenses of the 
school, less the interest on the permanent fund and the amount received 
from admission fees, etc. This appropriation has always been willingly 
made. 

COST OF TUITION TO THE STUDENT. 

Every student, except such as receive appointments from members of 
the legislature, pays an entrance fee of $10 per year. But this expense 
is fully offset by the fact that the State, through the board of educa- 
tion, furnishes text-books free from expense to the pupil. 

BUILDINGS. 

• 

The original building, already mentioned in this sketch, was partly 
destroyed by tire in October, 1859, but Mas at once rebuilt with money 
realized from insurance. The building now occupied by the students 
Christian association was begun by the State agricultural society and 
the citizens of Ypsilanti in 1S(J4. The intention was that it should be 
occupied as a museum for the agricultural society and the normal 
school. Under this arrangement the building was inclosed and a 
portion of it finished. But the plan miscarried, and in 1869 the leg- 
islature appropriated $7,500 for its completion, and $3,250 to reimburse 
the agricultural society for its outlay, and the building became a part 
of the normal school pi ant. In 1878 a new front to the niuin building 
was erected, 85 by 86 feet in size and three stories above the basement 
in height. The cost of this addition was $43,350, of which the citizens 
contributed the sum of $2,106. 

In 18S2, another addition, 50 by 100 feet on the ground and two stories 
in height, was built, the lower floor for the accomodation of the train- 
iug school, and the second story for the uses of the normal school 
proper. 

In the school year 1887-'88, two wings were built, one on the north 
side and one on the south, each about 40 by 80 feet on the ground and 
two stories in height. These have furnished convenient rooms for the 
mathematical department, a beautiful and commodious library, four 
much-needed society rooms, a lecture room for classes in geography and 
drawing, two large assembly rooms, one for the young men and one 
for the young women, a model primary room and a kindergarten. The 
cost of these additions, furnished and steam-heated, was $60,000. The 



MICHIGAN STATE NORMAL SCHOOL. 103 

entire cost to the State for buildiugs, furniture, etc., duriug the 36 
years of its existence, is about $145,000. 

As the main building now stands it is in the form of a rectangular 
cross, the length and breadth each beiug nearly 300 feet. At present 
the building in all its parts is fully used in the daily work of the school. 
There is room enough for the present attendance, but no more than the 
actual needs of the school require. 

ADMINISTRATION. 

The State board of education, elected directly by the people, as shown 
in a previous paragraph, have sole and complete authority to manage 
the affairs of the normal school, uuder certain general provisions of law, 
according to their best discretion. 

There is of course an indirect and wholesome restraint arising from 
the power of the legislature to give or to withhold necessary appropria- 
tion ; otherwise, they are untrammeled. The present board of educa- 
tion is constitued as follows : 

Hon. Samuel S. Babcock, president, Detroit; term expires December 
31, 1892. 

• Hon. Ferris S. Fitch, superintendent of public instruction, secretary, 
Lansing; term expires December 31, 1896. 

Hon. Perry F. Powers, treasurer, Cadillac; term expires December 
31, 1894. ■ 

The chief function of this board is its charge of the normal school. 
Michigan has wisely chosen to maintain, thus far, but one normal 
school, and at least to defer the establishment of others until the one 
has gained substantial strength and solidity. 

PRESENT ASPECTS OF THE SCHOOL. 

Eeference to a preceding table will show stages of the growth, as to 
numbers of students, which has thus far characterized the institution. 
The following list of its. corps of officers, professors, and instructors 
will also aid in giving a true idea of its present status : 

JouN M. B. Sill, m. a., principal. 

Mental and Moral Science, and Theory and Art of Teaching. — Daniel Putnam, M. a., 
vice-principal. 

History and Civil Government. — Julia A. King, M. a., preceptress; Aunali May 
Soule, assistant ; Nellie M. Stirling, instructor. 

Music and Director of Conservatory. — Frederic H. Pease. 

Mathematics. — David E. Smith, Ph. M., Ph.D.; Wilbnr P. Bowen, instructor; 
Ella M. Hayes, instructor; Ada B. Norton, instructor. 

German and French Languages. — August Lodeman, M. a.; Annie A. Paton, assistant. 

Trainino School. — Austin George, M. a., director; William II. Brooks, critic m 
grammar grades ; Nina C, Vandewalker, critic in primary grades; Mary Lockwood, 
kindergartner ; LilliUn Crawford, model primary. 

Natural Sciences. — Lucy A. Osband, M. a. ; Clarence D. McLouth, assistant. 

Physical Sciences.— Edwiu A. Strong, M. A. ; Charles E. St. John, b. s., assistant; 
Walter F. Lewis, assistant. 



1^^ HIGHER EDUCATION IN MICHIGAN. 

Evglish Language and Literaiure.-movm A. Barbour, b. a. ; Lois A. McMahou, as- 
sistant ; Abbie Pearce, assistant ; Hiram W. Miller, assistant. 
Draumg and Geogrujihy.— John Goodisou. 

Latin and Greek Langnages.-Bevj^min L. D'Ooge, M. a. ; Helen B. Muir, assistant. 
Penmanship.— P. R. Cleary. 
Zt&rflrja7j.— Florence Goodison. 
Clerk.— Frances L. Stewart. 



THE STATE AGRICULTURAL COLLEGE. 



By President O. Clute, Lansing, Michigan. 



As early as 1844 tlie friends of agriculture and of education in Miclii- 
gan began to write and speak in favor of more thorough teaching in 
the public schools of those sciences that bear on agriculture and of 
the establishment of a school of agriculture. In the " Michigan 
Farmer "for February, 1844, Jonathan Shearer ably advocates more 
thorough education of farmers. In the first annual address before the 
Michigan State Agricultural Society in Detroit, September 26, 1840, 
Hon. E. H. Lothrop spoke with point and force of the great need of 
more thorough training in botany, chemistry, physiology, zoology, and 
mechanics, because of their direct bearing on agriculture, and he 
appealed strongly to farmers to give their sons and daughters a better 
education. 

In au address delivered at Marshall, before the Calhoun County 
Agricultural Society, September 20, 1840, Hon. Wm. M. Fenton, lieu- 
tenant governor, argued at length in favor of education in the science 
and practice of agriculture. 

On October 11, 1840, Joseph R. Williams, who a few years later 
became the first i)resident of the State Agricultural College, gave a 
most vigorous address before the Kalauuizoo County Agricultural 
Society, at its fourth annual fair, in which he called on all farmers to 
educate themselves and their children. 

From time to time these and other friends of an agricultural college 
kept the matter before the public by articles in the papers, by discus- 
sions in the meetings of the State Agricultural Society and in other 
meetings, by petitions to the legislature, and in other ways. In 1840 
tlie executive committee of the State Agricultural Society, at its annual 
meeting in Jackson, December 10, adopted a resolution offered byBela 
Hubbard, requesting the legislature to establish an agricultural col- 
lege and model farm : 

'■^Resolved, That our legislature be requested to take such legislation 
as shall appear necessary or expedient for the establishment of a State 
central agricultural office, with which shall be connected a museum of 
agricultural products and implements and an agricultural library, and 
as soon as practicable au agricultural college and a model farm." 

105 



106 HIGHER EDUCATION IN MICHIGAN. 

Mr. Habbartl, Mr. Titus Dort, and Mr. J. C. Holmes were appointed a 
coinuiittee to ineuiorialize the legislature ou the subject, aud iu Jan- 
uary, 1850, Mr. Hubbard, for the committee, memorialized the legisla- 
ture in behalf of an agricultural college in an able paper, which is 
l)rinted in the Transactions of the State Agricultural Society, 1850, pp. 
53-58. By the efforts of this committee the legislature in 1850 passed 
a joint resolution calling on Congress for a gift to the State of 300,000 
acres of land for the support of agricultural schools in Michigan. Thus 
was begun that agitation in Congress that led 12 years later to the 
passage of the Morrill bill, giving the States 30,000 acres of land for 
each Senator and liepreseutative in Congress for the support of schools 
of agriculture aud the mechanic arts, under which bill Michigan re- 
ceived 240,000 acres of land. 

Mr. J. C. Holmes, mentioned above as member of the committee to 
memorialize the legislature in behalf of au agricultural college, had 
been chosen secretary of the State Agricultural Society, March 23, 
1849. He was an educated genllcman, imbued with the modern spirit, 
an enthusiastic agriculturist, and a strong believer in agricultural edu- 
cation. He became at once a strong worker for an agricultural college, 
and for several years gave much time and effort to leading public 
thought towards such a school. 

The second annual fair of the State Agricultural Society was held iu 
Ann Arbor in 1850. Here, on September 20, Joseph K. Williams gave 
the annual address, in which he spoke eloquently and forcibly in be- 
half of special schools of agriculture. 

Ou June 3, 1850, a convention for the revision of the State constitu- 
tion met in Lansing. Some of the members of this convention were 
friends of agricultural education, and were not unfaithful to the cause 
in their convention work. On June 10 Mr. Samuel Clark, of Kalama- 
zoo, moved the following : 

Resolved, That the committee ou education be instructed to iuquire into the ex- 
pediency of providing ior tlio establialiment of an agricultural school and model 
farm connected therewith. 

The committee on education, having considered the matter, included 
in its report a mandatory provision for an agricultural school. It is 
found in Article XIII, section 11, of our present State constitution. A 
part of this section reads as follows : 

The legislature shall encourage the promotion of intellectual, scientific, and agri- 
cultural imi)rovement ; and shall, as soon as practicable, i»rovide for the establish- 
ment of an agricultural school. 

Having secured a constitutional provision commanding the legisla- 
ture to provide for an agricultural school, the friends of the enterprise 
directed their efforts to the legislature. A portion of these friends were 
workers in the State Agricultural Society ; the secretary, J. C. Holmes, 
being one of the most active and untiring. In 1852 he referred to the 
subject in his annual report to the society, and read communications on 



THE STATE AGRICULTURAL COLLEGE. 107 

the subject from Frauds W. Sbearmau, superiuteudeut of public in- 
structiou, aud from Dr. Tappau, ijresident of the State University. A 
committee was appointed to urge upon the legisbxture immediate ac- 
tion. A memorial was presented to the legislature in 1853, but that 
body took no action. Again in December, 1854, Mr. Holmes brought 
the subject before the State Agricultural Society, aud on motion cf 
Hon. Justus Gage, it was 

Eesolved, That a committee be appointed to draft a petition to the legislature pray- 
ing that honorable body * * * to take in consideration the propriety of appro- 
priating a sum of money sufficient for the establishment of an agricultural school, 
with the addition of an experimental farm, where experiments and theoretical agri- 
culture will be taught on a scale equal to our best colleges. 

The committee appointed to draft a petition in accordance with the 
above resolution was Messrs. Justus Gage, John S<" ^rk weather, and S. 
M. Bartlett. On the same day Mr. Gage ofifere''. the following: 

liesolved, That an agricultural school should be connected with the Normal School 
at Ypsilanti. 

On this resolution there was an able debate of some length. Mr. 
Bartlett oflered the following as a substitute for the motion of Mr. Gage : 

Hesolved, That an agricultural college should be separate from any other institu- 
tion. 

Mr. Gage withdrew his resolution and advocated the passage of this 
substitute, which was adopted. 

Here, for the first time, came to a definite determination in the coun- 
cils of the State Agricultural Society a subject that had been much con- 
sidered in public and private discussion. Man3^ earnest and able friends 
of an agricultural school believed its interests would be furthered if 
it were a department of an existing school. They had worked, and 
continued for some time longer to work for this end. But those who 
favored a separate school won a victory in the passage of this resolu- 
tion. They still had much work to do before their aim was won, but the 
])assage of this resolution was the beginning of the end. The spindling 
l)roportions of every agricultural school that has been made a depart- 
ment of another school shows that in thus working to establish the 
Michigan Agricultural College on an independent basis they builded 
well. 

Two days later Mr. Gage reported to the meeting a memorial to the 
legislature, praying for an appropriation sufficient to purchase a body 
of land suitable for an experimental farm and for the erection of suit- 
able buildings for an agricultural school, placing it upon a basis of its 
own, separate from any other institution of learning, and for the en- 
dowment of the same in such manner as shall place it upon an equality 
with the best colleges of the State. 

This memorial was adopted. 

A petition to the legislature was prepared bj a committee appointed 
for the purpose, asking for the establishment of an agricultural school 



108 HIGHER EDUCATION IN MICHIGAN. 

witbont delay. This petition was circulated widely tlirougli the State. 
An original copy of this petition is before lue, and folded with it is a 
printed slip dated Detroit, December, 1854, asking that signatures be 
procured and the petition forwarded to Lansing by January 10, 1855. 
This slip is signed by J. C. Holmes. Mr. Bartlett and Mr. Holmes vis- 
ited Lansing in January, 1855, to work for a bill establishing the school. 
After a few days Mr. Bartlett was compelled to go home, but Mr. Holmes 
remained mostof the winter at his own expense, working for the bill. 

A bill was introduced into the house on the I'Jth of January, 1855, by 
Mr. N. Power, for the committee on agriculture and manufactures, for 
the establishment of a State agricultural school, which, after passing 
through the usual routine, was lost on February 7 by a vote of 31 to 39. 

In the senate a bill for the establishment and endowment of an agri- 
cultural college was introduced on February 3, 1855, by Mr. Pattison, 
of the committee on agriculture. This bill was passed on February 9 
by a vote of 21 to 5. Going to the house it passed on February 9 by a 
vote of 52 to 13. 

This bill provided that the college should be located on a farm of not 
less than 500 acres within 10 miles of the city of Lansing, the farm to be 
selected by the executive committee of the State Agricultural Society, 
subject to the approval of the State board of education, which was to 
})urchase the laud and establish and control the college. The commit- 
tee of the State Agricultural Society, through its secretary, J. 0. 
Holmes, advertised for proposals for the sale of land, and met in Lan- 
sing on June 12, 1855, to make the selection. 

The committee on Jane 13, 14 and 15 examined the several sitesoffered, 
and chose one belonging to A. K. Burr, iu the townships of Meridian 
and Lansing, embracing G7G.76 acres. 

By the legislative act establishing the college its control was given 
to the State Board of Education. This board secured plans and let 
contracts for the erection of College Hall, a boarding hall, which by 
close crowding could take in about 80 students, a small brick stable, 
and four cottages for professors' residences. These were completed by 
May, 1857. Meantime the faculty had been appointed by the board, 
consisting of Joseph R. Williams, M. A., president and director of the 
farm; Calvin Tracy, m. A., professor of mathematics; Lewis E. Fiske, 
M. A., professor of chemistry; EobertD. Weeks, professor of English 
literature and farm economy, and secretary : John C. Holmes, pro- 
fessor of horticul ture ; and Enoch Banker, assistant in chemistry. 
May 11, 12, and 13, 1857, entrance examinations were held and 73 
students were admitted. On the 13th of May the exercises of dedica- 
tion took place. 

From the first the instrilction in the college classes was of a high 
order. Joseph E. Williams was a man of strong character. A broad and 
liberal man, he made a forcible impression upon all students. Calvin 
Tracy had a clear and incisive method as a teacher. L. R. Fiske, now and 



THE STATE AGRICULTURAL COLLEGE. 109 

for many recent years the successful and honored president of Albion 
College, was then a young man, energetic and enthusiastic in his work 
as chemist. Professor Weeks and Mr. Banker gave able help. At the 
beginning of the second year came T. C. Abbott from the principalship 
of the high school in Ann Arbor. The students came largely from the 
farms and villages, though representatives from the cities were by no 
means wanting. They were about like all students, having the usual 
amount of boy nature ; rooming four in a room in the one small dor- 
mitory; meeting all winter ia the chapel at 5:30 in the morning for 
prayers ; reciting in company in the few classes that at first were formed; 
swinging side by side the ax in felling the great oaks and beeches that 
stood thick all over the college farm ; watching in eagerness the lapping 
fire leap through the dry leaves and branches when the match was put 
to the fallow ; laughing with the unquenchable jollity of youth at the 
grime and blackness that transformed their boyish faces into something 
strange if not rich as they hauled together tbe blackened logs after the 
first burning; working in gangs with the stump machine to pull the 
stumps that frustrated the first feeble attempts at farming ; shut off by 
location from almost all association except that of the college itself; 
taking long walks together through the woods, where the ghostly beech- 
drops and the showy orchis grew ; and to the not distant swamps, where 
the feet sink out of sight iu the deep sphagnum ; and the delicate gold 
thread, and the mysterious sundew, and the flaunting blooms of the 
pitcher plant, and the softer beauty of the splendid lady's slipper soon 
filled their botany boxes with richest treasure. What wonder that 
there grew up among the boys a warm fellowship with each other and 
with honored professors, and a strong and loving appreciation of the 
school that, in the very limitations of its G.v&t beginnings, offered to 
them better conditions for the acquirement of culture and character 
than mere lectures and libraries and laboratories can give. 

Joseph E. Williams had a difficult task as j)resident of the first State 
agricultural college in America. There had been a few beginnings iu 
schools where agriculture was somewhat taught or somewhat practiced, 
but the State Agricultural Collage of Michigan was the first school of 
agriculture in which the union of scientific and literary training in a four 
years' course equivalent to that of the ordinary classical college was 
seriously attempted. President Williams had worked for the estab- 
lishment of a school of agriculture. He believed thoroughly in its mis- 
sion. He gave himself fully to the effort to evolve his ideal school 
from the chaotic elements that necessarily came into his hands. His 
inaugural address shows that he was a thinker and pioneer in the path 
of the " new education." He advocated culture, broad, deep and high. 
This culture he believed possible no less for the farmer and mechanic 
than for the clergyman, the lawyer, and the doctor. He believed, too, 
that this culture could be acquired even more fully by the study of the 
world around us, as that world is made known to ua in the various 



110 HIGHER EDUCATION IN MICHIGAN. 

sciences of to-day, and by the study of our mother tongue and the many 
masterpieces of poetry and eloquence it affords, than by the study of 
the sciences and languages and literatures of ancient nations, however 
noble and cultivated those nations were. He worked heroically. The 
course of scientific training, the laboratory work, and the admirable 
work in the study of the English language and literature, all of which 
have characterized the college during all its days, were begun under 
his fostering leadership. The daily labor of students on the farm and 
in the gardens, begun as soon as the college opened, had his careful 
thought and effort to make it most valuable to students and to the col- 
lege, and commended itself so well that it is pursued to-day, a feature 
of the school for which its most devoted friends have the strongest favor. 
But President Williams began a work so new, and so difficult in 
itself, and made so much more difficult by the many limitations which 
hedged in the early days of a college established in the woods, that 
troubles soon arose. They culminated in his resignation in the early 
part of 1859, when he had been president of the college less than two 
years. Then for about two years the office was vacant. Prof. L. E. Fiske 
serving as president pro tern. In February, 1863, T. C Abbot was 
chosen president. He came to the college as professor of English liter- 
ature in 1858, and by his ability as a teacher, his genial temperament, 
and his cautious and yet strong method, made himself a power with 
students, faculty, and the board. He was a man of warm sympathies j 
quickly responsive to truth, justice, honor, right; conservative in tem- 
l)erameut, but fearlessly progressive in thought. (Jn first coming to the 
college he became a warm friend of President Williams, and studied 
with appreciation his ideas as to what the agricultural college should 
become. This study led him to a cordial acceptance of the main ideas 
that had inspired the early friends of the college in their efforts for 
its establishment, and that had been taught and practiced by President 
Williams during his brief administration. With clear perception of the 
many difficulties in the way, with keen vision of the large growth and 
wide influence that would come to the college when those difficulties 
were conquered, he worked for more than 20 years with a rare patience 
that nothing could ruffle, with a quiet courage that nothing could 
daunt. 

THE COLLEGE COURSE. 

The agricultural features of the college include two elements. There 
is, first, the labor system, by which all students engage daily in labor 
on the farm, or in the gardens. Following the lead of President Wil- 
liams, Dr. Abbot endeavored to foster and develop this system. Under 
him and the able professors of agriculture and horticulture, who were 
at the head of these departments, the labor was made as far as was then 
j)ossible, educational. Prof J. C. Holmes and Prof. George Thurber 
in horticulture, and after them Prof. A. N. Prentiss in the same de- 



THE STATE AGRICULTURAL COLLEGE. Ill 

partment, and Prof. M. Miles in agriculture, all gave to the development 
of tbe labor system their hearty sympathy and cooperation. Students 
worked under thoughtful direction. They were taught how the dif- 
ferent operations of farm and garden work should be done, how all 
tools and machines should be used and cared for, how crops in field and 
garden should be grown and harvested, how stock should be bred, 
stabled, and fed. The labor was partly for education, partly for profit. 
Students were paid a small sum per hour for their work, the sum re- 
ceived being enough to pay somewhat more than half their board. But 
the pecuniary results to the students, though to them important, have 
never been the main argument for the system. This is found in the 
disciplinary effects of the work, in teaching how to work, in develop- 
ing a taste for work, in the training of character, and in the bringing 
of scientific theories of the class room to the practical test of the field 
and garden. This system, begun with no experience, has grown with 
the college, and has become one of the*strongest factors in its pros- 
perity. 

While labor has thus been an essential element in the ideas that in- 
spired the early friends of the college, and in the practice of those who 
have administered the college since its organization, it is by no means 
the only essential element. To unite labor with science, literature, and 
philosophy was the great purpose of those who. labored to found the col- 
lege ; it has been the strong endeavor of those who, since its foundation, 
have labored to develop it. Mere labor on farm or in garden may be 
done by a slave or a boor. Intelligent labor, that shall trace causes to 
effects ; that shall understand some of tiie causes that underlie plant 
growth, the cultivation of the soil, the care of crops, the breeding and 
feeding of animals, the selection of varieties, the production of new 
varieties, the chemistry of the manure heap and the hay-mow and the 
meal bin, the biology of the microbes that produce anthrax and tuber- 
culosis, the subtle influences by which such dangerous microbes can be 
fought — all this intelligent labor requires education not less complete 
than that given to what have been mistakenly called much nobler pur- 
suits. 

To this end was established the chair of agriculture, the duty of which 
is to train students in the intelligent i)ursuit of agriculture. To it be- 
longs education in the cultivation of the various farm crops, harvesting, 
preserving and giving them as feed; thebreeding, care, and feeding of 
the different kinds of stock, the care and application of manures, etc. The 
post of Professor of Agriculture is a difficult one to fill. It requires' a 
man of large practical ability, of large scientific attainments, and of 
aptness to teach. To find men possessed of these qualifications is dififi^ 
cult in any branch. It is doubiy difficult in a branch in which science 
is in its infancy and in which very few men have had any scientific train- 
ing. The college has often found it impossible to get men who had all 
the qualifications for this post. The practical men have not been scien," 



112 HIGHER EDUCATION IN MICHIGAN. 

tific. The scientific men have not been practical. If the right man for 
this place could have been found at the beginning, the success of this 
department would have been more largely and more quickly achieved. 
In 1865 Dr. Manly Miles was elected Professor of Agriculture. He had 
been a j^rofessor in the college for several years previous, and had be- 
come acquainted. In spite of the great difficulties this department has 
been so conducted as to win the respect of those most competent to 
judge. 

Closely related to the chair of agriculture is that of horticulture; still 
there has not been here so much difficulty in securing competent pro- 
fessors. But there has been great difficulty in retaining them, several 
able men having been called from this chair to similar work elsewhere. 
To this department are due the beautiful lawns and groves and drives 
that now, in a campus of sixty acres, surround the numerous college 
buildings. The large vegetable garden, and fruit garden, and orchard, 
and laboratory, and propagating houses are always in fine order, and 
in summer attract numerous visitors. 

At the very beginning, before a student had been examined for 
admission a chemical laborator3', finely equipped for its time, had been 
provided. This department at once became prominent and has so con- 
tinued. A new laboratory was built in 1872; this was enlarged in 
1881. The apparatus has increased from year to year, and now is com- 
plete for the needs. 

The department of botany was organized in 1860. At its head there 
has always been an able man. The instruction given has been as good 
as could be found anywhere. A building adapted to its needs was 
erected in 1880, the first of its kind in America. Its museum, occupy- 
ing the second story of this building, is one that attracts much atten- 
tion. 

The department of zoology has had leaders who have left a strong 
mark upon it. For its use the second story of a fine building, erected 
in 1881, was designed. Here it has lecture rooms, work rooms, and 
museum. 

Physics, mathematics, engineering, and drawing are all taught by 
strong men, who send out students whose work tells well for their 
training. 

History, political economy, logic, ethics, the science of mind, have 
considerable time given to them and serve as an admirable balance to 
the physical sciences and mathematics. Their influence in giving a 
symmetrical training and in leading students to large humanitarian 
questions is most helpful. The English language and literature have 
always received careful attention. Special study has been given by 
each class to some of the master-pieces of English literature. By 
rhetorical work, and by constant practice in written work in all the 
departments, and by public speaking the ability of the student to use 
English has been trained, 



THE STATE AGRICULTURAL COLLEGE. 113 

As years have gone by the external aspect at the college has greatly 
changed. The forest, amid which the first buildings were erected, has 
disai)peared. In its stead are large cultivated fields, the extensive 
gardens, the wide lawns, and many young groves. To the single college 
hall and the single boarding hall of the first days have been added 
Wells hall, Williams hall, Abbot hall, the chemical laboratory, the 
horticultural laboratorj^, the botanical laboratory, the veterinary labo- 
ratory, the agricultural laboratory, the library and museum building. 
Besides these there are 13 residences for professors and employes, and 
a large apartment building, in which many of the younger professors 
make their homes. The propagating houses are of the best make. The 
greenhouse is of good size and is stocked with fine plants. The flower 
garden and the botanical garden lend in summer a glow of colqr to the 
beauty of the grounds. There is a whole village of cribs, and sheds, 
and silos, and barns. An artesian well was bored some years ago, and 
from it the steam pumps constantly send forth a stream of pure water 
to every building on the grounds. 

The 240,000 acres of land given to Michigan in 1862 by Congress 
were to support a school of agriculture and the mechanic arts. In 
accepting this grant and giving it to its agricultural college, Michigan 
was in honor bound to establish at the college a mechanical department. 
This it did at the time that Hon. Edwin Willits became president, and 
during his administration the department was organized and pushed to 
the front. For it was erected a large building, with wood-shop, supplied 
with benches, tools, and lathes ; with an-iron shop, with all the machin- 
ery for working in iron, and an engine to furnish power for both. The 
course of instruction in the mechanical department is of the same 
length as in the agricultural and is equivalent to it. Its aim is to give 
boys the beginning of such training as will make them first-class me- 
chanics. From 8 to 12 hours a week are given to practical work in the 
shops. This amount of time under the direction of trained instructors 
develops a surprising skill in the young workman. 

In accepting the Congressional laud grant Michigan pledged itself 
also to teach military tactics and science in the school supported by it. 
In carrying out this pledge it has provided for a regular drill of one hour 
three times a week and for class instruction in military science. The 
State has built a large and excellent drill hall for use in inclement 
weather. The students are organized into a cadet corps. A lieutenant 
from the TJ. S. Army is detailed by the Secretary of War to give instruc- 
tion in this department, which he does in a most efficient and acceptable 
manner. 

The extensive plant of the college, including land, buildings, library, 
museum, apparatus, stock, implements, etc., has been generously given 
by the State of Michigan in many different appropriations from year to 
year. The plant has cost $450,000. In addition to this it was neces- 
sary for the State, until 1885, to make annual appropriations for the 
713— No. 4— -~8 



14 HIGHER EDUCATION IN MICHIGAN. 

urreut expenses of the college. For this purpose it gave, between 
857 and 1885, $302,000. 

By the terms of the Morrill grant, as mentioned above, Michigan re- 
eived 240,000 acres of land, which it gave to the agricultural college, 
'his land was located in Michigan, and is held and managed by the 
Itate, the fund received for its sale being also held by the State, and 
iterest on it paid to the college. There has been no unwise haste in 
elling the lands. About one half of them are now sold, and the fund 
eceived yielded in 1889 about $32,000 income to the college. When 
lie other half of the land is sold the annual income will be largely 
a creased. 

The State board of education, into whose hands the management of 
he college was first given, desired to be relieved of this charge, and in 
862 the legislature created the State Board of Agriculture and put the 
ehool under its control. The members of this board have taken much 
•ersonal interest in the growth of the school, and have usually worked 
Q harmony with each other and with the faculty. It has never lacked 
ome men of wide views in education and agriculture, who have given 
its work a comprehensive scope. Receiving no compensation for their 
ervices they have yet given to the supervision of the college much valu- 
ble time, and not infrequently have received therefor, from persons 
pho knew nothi ng of the situation of affairs and who had not sufficient 
iiterest in the college ever to set foot upon its premises, most unjust and 
)itter criticism. But in the constantly growing strength, usefulness^ 
tud prosperity of the school the board has an honorable reward. 

Since the college was first opened it has not lacked for students. It 
las been obliged to depend entirely on dormitories for the accommo- 
lation of its students, and its dormitories have always been very lim- 
ted in capacity. In the first years the boys were crowded, four in a 
imall room. Later appropria tions enabled other dormitories to be built. 
3ut as rooms increased students increased iu number, and sometimes 
n these later years rooms have been crowded scarcely less than in the 
)eginning. That only a small number of students could be taken has 
lot been in all respects a misfortune. It has given the college a chance 
;o develop its course of instruction and of labor without the burden of 
providing immediately for too large a crowd. Now it is so thoroughly 
istablished that it can care for greater numbers as soon as the State 
provides dormitories for their accommodation. 

In glancing over the work done to establish the college and in study- 
ng its experience for these 32 years, and in looking somewhat at the 
iondition of other agricultural schools, there are some truths that thrust 
themselves boldly into view : 

(1) An agricultural and mechanical school should be under the con- 
;rol of a special board with which it is the chief school or the only 
jchool. 



THE STATE AGRICULTURAL COLLEGE. 115 

(2) It should uot be a departnieut of what is called a university, but 
should be separate from all other institutions. 

(3) A labor system demanding uot less than 2 hours' labor a day from 
every student not physically disabled should be rigidly enforced. 

(4) This requires that the college should be on a large domain, giving 
ample space for shops, farms, gardens, orchards, groves, and lawns. 

(5) The course of instruction should train students in natural science, 
mathematics, and English literature, and in the practical applications 
of science to agriculture and mechanics, and in those sciences not usu- 
ally called " natural," though eminently natural in the true meaning of 
the word, that deal with life, mind, thought, morals, industry, and 
society. 

(G) A school so controlled, so situated, with such a system of labor 
and such a course of instruction, led by professors who are well trained 
and who have faith in their cause, can do a work of increasing and im- 
measurable importance in developing in its students a close sympathy 
between labor of the hands and of the head, in giving them strong and 
healthful bodies, minds freed from fogs of error and well stored with 
knowledge of the world in which they must live and w^ork, and a moral 
character grounded on the truth and righteousness that inhere in the 
Power, uot ^jurselves, that everywhere pulsates in matter and in man. 

Agricultural College, Michigan, December 4, 1889. 



MICHIGAN MINIiNG SCHOOL, HOUGHTON, MICHIGAN. 



From sketch fiiiuishcd by Director Wadswokth, December, 1889. 



ORGANIZATION. 

The Michigan Miuing School, located at Houghton, in the Upper 
Peninsula of Michigan, was established by an act of the legislature of 
Michigan, approved May 1, 1885. 

The passage of the act for the creation of the Mining School was 
largely due to Hon. Jay A. Hubbell; and he seems first to have en- 
tertained the idea of establishing the school. The act of May 1, 1885, 
was introduced and advocated by him. It apiTropriated ^5,000 for the 
equipment and maintenance of the school until the next session of 
the legislature. * 

The act establishing the Michigan Mining School authorized the gov- 
ernor of the State to appoint six trustees, who, among other things — 
including the management and control of the school and its finances — 
were authorized to locate the same at some point in the Upper Peninsula 
of Michigan, and the then governor, Hon. R. A. Alger, appointed Thomas 
L. Chadbourne, of Houghton; J. N. Wright, of Calumet; John Seuter, of 
Eagle Iviver; Alfred Kidder, of Marquette; 0. H. Cady, of Iron Mount- 
ain; and Hon. John H. Foster, of Meridian, as such trustees under the 
act. These gentlemen were all heartily in accord with Mr. Hubbell as 
to the necessity for such an institution of learning in their midst. Most 
of them were practical mining men, and all entered with zeal and alac- 
rity upon the discharge of their official duties, with a determination to 
make the school a success. 

The first meeting of the trustees was convened at Houghton, Mich., 
on the 15th day of July, 1885, and by a resolution then i^assed by a 
unanimous vote the Michigan Mining School was located at Houghton, 
in the county of Houghton and State of Michigan. 

If the school was to be a permanent institution it needed a suitable 
building for its habitation and suitable apparatus and equipment to 
enable it to furnish facilities for the proper instruction of its students. 
During this session of the legislature Mr. Hubbell secured the passage 
of an act appropriating $75,000 for the purpose of erecting a suitable 
building for the Michigan Mining School on a site to be donated for that 
lit) 



MICHIGAN MINING SCHOOL. 117 

purpose, aud also a further appropriatiou of $17,500 for its maiutenance 
until the next session of the legislature. 

Under the direction of the trustees a commodious and handsome 
structure for the school, capable of acooramodating 100 students, was 
erected on land given by Mr. Hubbell. 

In 1887, owing to the resignation of Messrs. Cady and Foster, of the 
board of control, Messrs. Chas. B. Wright, of Marquette, and Graham 
Pope, of Houghton, werfe appointed upon the board. Mr. Wright was 
State geologist and a practical mining engineer, as well as conversant 
with the technical courses and methods employed in the mining schools 
of Germany. His death in the spring of 1888 was a very serious loss to 
the Michigan Mining School, Mr. J. M. Longyear, of Marquette, was 
appointed as his successor. 

Besides the legislative appropriation the school has received a fund 
of $1,000 from Mrs. C. A. Wright to establish a scholarship in com- 
memoration of her late husband, Mr. Chas. E. Wright, of the board of 
control. 

In 1889 the legislature of Michigan appropriated $00,000 for the 
equipment of the new building and $44,000 for its running expenses. 

BOARD OF CONTROL. 

James North Wright, Calumet, president j Thomas Lincoln Chad- 
bourne, Houghton, secretary ; Graham Pope, Houghton; John Monroe 
Longyear, Marquette; Alfred Kidder, Marquette; John Senter, Eagle 
Kiver; Allen Forsyth Eees, Houghton, treasurer. 

FACULTY. 

The school was organized and commenced September 15, 188G. Al- 
bert Williams, jr., was elected principal of the school and instructor in 
geology and mining, with John C. Ilotfraan as instructor in mathematics 
and drawing, and Robert L. Packard, A. M., as instructor in chemistry. 

Mr. Williams was a graduate of Princeton, and had been for a num- 
ber of years connected with the U. S. Geological Survey in charge of 
the department of mineral resources of the United States. 

At the close of the school year Mr. Williams and Mr. Hoffman both 
resigned, and the following changes were made in the faculty. M. E. 
Wadsworth was elected director and professor of petrography, geology, 
and mineralogy, and R. M. Edwards as professor of mining and engi- 
neering. In 1888 the faculty was increased by the addition of Mr. Fred. 
F. Sharpless as instructor in chemistry and metallurgy, and Mr. R. C. 
Pryor as instructor in mathematics. In 1889 the faculty was as follows : 

Marshman Edward Wadsworth, A. M., rn. D., director and pi'ofessor 
of mineralogy, petrography, and geology. Robert Lawrence Packard, 
A. M., professor of chemistry and assaying. Richard Mason Edwards', 
E. M., professor of mining and engineering. Fred Fraley Sharpless, 
s. B., instructor in chemistry and metallurgy. Richard G. G. Moldenke, 



118 HIGHER EDUCATION IN MICHIGAN. 

E. M., PH. D., professor of mechanical engineering and drawing. George 
H. Perkins, A. B., instructor of mathematics and phj^sics. 

Mr. Wadsworth is a graduate of Bowdoin College and a post gradu- 
ate of Harvard University. He had experience as a teacher for many 
years in the public schools of the country, was an instructor in Harvard 
University, and professor in Colby University. He had published 
many scientific papers relating to geology, etc., prior to his election to 
the directorship. 

STUDENTS. 

During the first year the school had 23 pupils, arranged into two 
divisions. During the second year a systematic course lor two years was 
arranged and 29 pupils instructed. 

The third year 40 pupils were enrolled, but at the end of the third 
year the requirements for admission were raised and the course of study 
changed to one for three years ; therefore the number of students fell 
to 32 during the early part of the fourth year. [In ]890-'91, Gl pupils 
were in attendance. — A. C. M.] 

REQUIREMENTS FOR ADMISSION. 

Candidates for the regular course will be examined in arithmetic, 
metric system, bookkeeping, algebra through quadratic equations (01- 
ney's complete, or its equivalent), geometry (all contained in Davies' Le- 
gendre, revised by Van Amringe, or its equivalent, pp. 9-291), elements 
of physics (Gage's or its equivalent), elements of descriptive astron- 
omy (Newcomb's Popular Astronomy, school edition, j)]). 74-88, 1G7- 
429, 483-531). 

DEPARTMENTS OF INSTRUCTION. 

Mathematics (Mr. Perkins). — During the first year higher algebra, and 
plane and spherical trigonometry are studied. In studying trigonome- 
try, especial attention is paid to the solution of many problems, such 
as are continually occurring in a land surveyor's practice, including 
the solution of the solar triangle. 

During the first term of th^ second year analytical geometry is 
studied, its use in certain kinds of land and mine surveying being 
pointed out. 

During the second term of the second year the difterential and iute- 
gral calculus is studied to such an extent that the student can intelli- 
gently apply the methods of calculus to the solution of practical prob- 
lems in mechanics and strength of materials. 

Physics (Mr. Perkins). — In physics the course will embrace the gen- 
eral properties of matter, the laws of solids, liquids, and gases, in their 
application both to physical and chemical problems. 

A careful study of the i^rinciples of sound, heat, light, magnetism, 
and electricity will be made with especial reference to their applica- 
tions in the art of mining. 



MICHIGAN MINING SCHOOL. 11^ 

To this end experimental laboratory work will be required of every 
regular student. 

The apparatus of the physical laboratory is designed for two pur- 
poses — exposition of those phenomena which illustrate the fundamen- 
tal principles underlying the whole subject of i^hysics and practice by 
the students themselves in physical measurements. 

Where it is possible the students take an active part in the experi- 
ments, and some thirty experiments are laid down which each student is 
required to perform. A majority of these are in electricity, and precede 
the course in electrical engineering. 

Drawing (Professor Moldenke). — The course embraces freehand and 
instrumental drawing, descriptive geometry, shades, shadows, and 
perspective, stonecutting, topographical, geological, and isometric 
drawing. 

Part of the first term is devoted to freehand drawing of objects 
from i)hotograph, then from nature, as well as sketches from nature of 
various engineering, architectural, und geological features likely to be 
of importance to the student in his future calling. 

The rest of the year is taken up in mechanical drawing of the projec- 
tion of bodies. 

In the second year there are taken up shades, shadows, and perspective, 
isometric, topographical, and geological drawing, also the simpler ele- 
ments of architectural drawing. The second term includes the subject 
of graphical statics, with various applications to structures of general 
engineering interest, as well as those specifically for the mining engineer. 

The third year continues the subject, and takes up very fully machine 
designing. The last subject, taken in connection with the fully equipped 
machine shop, gives the student the opportunity of carrying out his 
plans prepared in the drawing room, which teaches him what is really 
needed in this direction in the actual run of work of a professional min- 
ing engineer and superintendent. 

Mechanical engineering (Professor Moldenke). — In the second year the 
students are instructed in the principles of mechanism. The third term 
of the year is devoted almost entirely to machine-shop iiractice. Here 
the students are taught all the necessary operations connected with 
forging, pattern and tool making, turning, planing, milling, etc., and 
building lathes, engines, dynamos, and motors of various kinds, also 
making electrical experiments requiring a knowledge of machine-shop 
work, and otherwise familiarizing themselves with the management of 
boilers, engines, and machines in general. 

In the third year the theory and practice of boilers and engines are 
fully discussed, taking 2 hours per week throughout the year for this 
subject alone. 

Then, in view of the great importance of knowing the characteristics 
of the standard materials used at the present day, a full course on the 
" properties of materials," especially iron and steel, has been added. 



120 HIGHER EDUCATION IN MICHIGAN. 

This takes up iron, steel, brass, and other alloys where the metallurgy 
leaves them as crude products, and carries them through all the various 
processes of manufacture and finally delivers them to the engineer as 
finished products. 

Electrical engineering (Professor Moldenke). — In view of the increas- 
ing importance of this interesting subject in its various power applica- 
tions, a course in electrical engineering, with special reference to min- 
ing engineering, has been established. In the department of physics 
the student is taught all the elementary principles, he is required to 
make experimental tests, and is given a complete course in electrical 
measurements. He then comes into the machine shop and carries out 
such designs and plans of electrical experimental work as he may have 
worked uj) in the drawing room, and tests it in the various stages of 
building, making the necessary changes and improvements which elec- 
trical testing, properly interpreted, helps him to do. He also builds 
dynamos and motors of various patterns. He is taught to handle arc, 
incandescent, and alternating dynamos, storage batteries, also motors, 
and especially long-distance jiower-transmissiou and transformers. In 
short, he is given the opportunity' to familiarize himself with the leading 
features of electricity up to date. 

The machine shop has a complete equipment of dynamos, motors, 
electrical testing apparatus, and electrical supplies of all kinds; the 
plant also answering for the complete lighting of all the buildings, thus 
giving the student an opportunity of jiractically handling the wiring 
and electric illumination of large establishments. 

Surveying (Professor Edwards). — This course is planned to furnish 
students with all the theoretical knowledge, as well as all the practice, 
necessary to enable them to take intelligent cbarge of an instrument 
in any survey that will ordinarily fall in the duties of a mining engi- 
neer. The class is divided into squads of three or four men, and each 
squad completes the required list of surveys, about fifteen in number, 
makiuguecessary calculations, plats, etc. The school has the neces- 
sary equipment for surveying purposes. 

Eydraulics (Professor Edwards). — Recitations from Merriman's 
Treatise on Hydraulics, with the solution of a great variety of problems 
of a more or less practical nature. 

' Mining (Professor Edwards). — The course in mining consists of a 
series of lectures on i^ractical mining and mining machinery, the list 
of subjects being the same as usually covered in technical schools. In 
addition to the lectures, a prominent feature of the course is a system 
of weekly or semi-monthly excursions to mines in the vicinity of the 
school, to enable the students to see for themselves the systems and 
machinery described. For example, the subject being discussed by 
lecture is shaft-sinking; before another subject is taken up, or very 
soon after, the students are taken to some mine where shaft-sinking is 
in progress. There are numbers of excellent examples within ten 



MICHIGAN MINING SCHOOL. 121 

miles of tlie school, where the students can watch the prooress for an 
entire shift and afterwards write a description of what they have seen, 
to be examined by the professor in charge. In this way the lectures 
are admirably illustrated. 

Chemical and assay department (Professor Packard and Mr. Sharp- 
less). — The chemical laboratories, chemical lecture, balance, supply, 
spectroscope, and professors' rooms oQcupy the third or upper story of 
the building. 

The assay laboratory, with its balance and desk rooms, is in the base- 
ment. The chemical laboratories are provided with large hoods or fume 
chambers which connect by special flues with the general ventilating 
shaft, while the laboratory rooms communicate with the general system 
of ventilation in the building. 

The assay laboratory contains ten large crucible furnaces and eight- 
een muftie furnaces of the Brown pattern, and other equipment and 
apparatus for practical work. 

The instruction is entirely in inorganic chemistry. 

Ore dressing (Mr. Sliarpless). — During the fall and winter terms, the 
instruction in ore dressing is given by text-book and lectures, illustrated 
with drawings from working models, and visits are made to many of the 
dressing works of this county, all of which are open to the inspection of 
students. The school has contracted for a well-appointed mining labora- 
tory, to be in operation in the spring of 1890. 

During the spring the student fjpends 5 weeks in this laboratory 
working upon free-milling and refractory ore. 

Metallurgy (Mr. Sharpless). — Thecoursein metallurgy is given by text- 
book and illustrated lectures. During the year visits are made to the 
various metallurgical works of this vicinity, and reports made of the 
methods employed. It is hoped that a metallurgical laboratory will 
be opened soon, which will work in connection with the mining labora- 
tory. 

It will be the aim of the metallurgical and mining laboratories to 
determine the best methods of treating given ores and give the work- 
ing results; results which in many cases are only approximate in the 
chemical laboratory. 

Crystallography (the director). — The instruction in this subject will be 
given by means of lectures and laboratory practice in determining, the 
forms and planes of about 1,000 glass and wooden crystal models, with 
recitations upon the same. For undergraduate work the instruction is 
contined to giving the student the practical knowledge of crystal forms 
which he needs in his determinative mineralogy. 

Blowpipe analysis (the director). — Blowpipe analysis is taught in con- 
nection with determinative mineralogy so far as needed for mineral 
determination, while further instruction is given in the course in quali- 
tative analysis. 

Aineralogy (the director). — For determinative mineralogy there is 



122 HIGHER EDUCATION IN MICHIGAN. 

provided a typical set of all the important minerals, special attention 
being paid to those of economic value, as well as to those occurring as 
gangue or rock-forming minerals. Further collections are arranged 
showing the physical character of minerals, their pseudomorphs, etc. 

Fetrogra/pliy (the director). — This subject is treated under two heads : 
Lithology, or the determination of rocks, and petrology, or the mode 
of occurrence of rocks. 

Geology (the director). — In general geology the instruction will be 
given with special reference to the future work of the student, and will 
relate chiefly to dynamical and structural geology. For advanced 
students instruction will be provided in higher and original work. 

Economic geology (the director). — The instruction in this subject 
will be given by means of lectures, recitations, and practical observa- 
tions in field and in mines. 

Special attention is given to the instruction in mineralogy, petrog- 
raphy, and geology, in order that the student may in after years un- 
derstand the nature of the deposits upon which he may be at work; 
since disastrous mistakes probably occur in the practice of a mining 
engineer oftener through ignorance of the petrographical and geological 
relations of the ore deposits in question than from a lack of engineer- 
ing and metallurgical skill. 

The location of the school affords especial advantage for the study 
of petrography and general and economic geology. It is situated in 
the midst of the vast and ancient ,lava flows and conglomerates gen- 
erally known as the Copper Bearing or Keweenawan Series, and near 
the Eastern or Potsdam Standstone. In the immediate vicinity are to 
be solved some of the most important and fundamental probleais of 
petrographical and geological science — e. g., the metamorphism or 
alteration of rocks, the true age of the so-called Keweenawan Series, 
the relation of the so-called Huronian and Laurentian Series, the origin 
of the iron ores, etc, ; while almost every problem of geology finds its 
illustration in some portion of the Upper Peninsula. 

The instruction in the various departments under the charge of the 
director is intended to be given so that persons who wish to obtain a 
knowledge of the subjects as a matter of general information, or to 
prepare themselves for teachers or investigators, can attend with ad- 
vantage. 

The last four weeks of the third year are spent in the field and in 
mines in the practical study of various questions in general and eco- 
nomic geology, mineralogy, and petrography. 

The State Geological Survey of Michigan has been placed under 
the charge of the director of the mining school, and its office and col- 
lections are i)laced in the new building. 

Thesis. — Every student completing the three years' course is required 
to present to the faculty a satisfactory thesis, embodying the results 
of some investigation upon some subjects related to the studies of that 
course. 



MICHIGAN MINING SCHOOL. 123 

AIMS OF THE SCHOOL. 

The mining school was organized to train men to aid in the develop- 
ment of the mines of the country and a knowledge of its geology. Its 
course has been arranged on the same plan as are those of advanced 
schools of law, medicine, and theology, to give the necessary special 
education required to fit men for their chosen profession. Accord- 
ing to this view it has been assumed that the general education of 
the pujnls has been completed before entering the school, and the 
course is arranged expressly to meet the wants of those who have com- 
pleted their literary education. At the same time special attention is 
paid to training the philosophical powers in the departments of min- 
eralogy and geology. 

EQUIPMENT. 

Provision has been made for ample equipment of the school in all its 
departments, except a metallurgical laboratory. A good working 
library is being purchased and arranged, while the reading room is 
stocked with the leading home and foreign technical and scientific 
periodicals. A stamp mill and ore-dressing department, complete 
assay laboratory, machine shop, geological laboratories, chemical labo- 
ratories, containing aesks with modern improvements, etc., go to make 
a fully equii>ped building for its purposes. 



HILLSDALE COLLEGE, HILLSDALE, MICHIGAN. 



Sketch prepared, December, 1^89, by Prof. S. W. Norton, Acting Alumni Professor 
Rhetoric, Belles-lettres and German, in Hillsdale College. 



Hillsilate, tlie site of Hillsdale College, is a city of 4,000 inhabitants, 
in southern Michigan, 80 miles southwest of Detroit and 380 east of 
Chicago. It is situated on the main line of the Lake Shore and Michi- 
gan Southern Eailroad, and is the headquarters for the Ypsilanti, Lan- 
sing, and Fort Wayne and Jackson divisions of the same road. The 
college buildings are located on College Hill, and command a view of 
the city and surrounding country.^ 

The college had its beginnings in the Michigan Free Baptist yearly 
meeting, held at Franklin, Lenawee County, in June, 1844, and has 
since been under the auspices of that denomination. The history of its 
establishment and growth will indicate its educational influence within 
the denomination, and a review of its courses of study as they have 
been developed, together with the attitude which the college itself and 
its alumni have assumed in the world of letters, will show its influence 
in wider educational circles. 

The Free Baptist denomination was founded by Benjamin Eandall, 
■who organized the first church therein on the 30th day of June, 1780, 
at New Durham, N. H. Freedom of the will, immersion as the only 
form of baptism, and open communion were the essential parts of its 
creed. Its ministry were composed of earnest, zealous, self sacrificing, 
but uneducated men. Indeed, a strong prejudice against an educated 
ministry seemed to exist throughout the denomination. Owing to this 
reason no institution of learning was established during those days. 
However, on the 16th day of January, 1840, about GO years after the 
founding of the denomination, an educational society was organized at 
Acton, Me., "to provide means for the intellectual and moral improve- 
ment of young ministers." The first Free Baptist church in the Terri- 
tory of Michigan was organized near Ypsilanti, Washtenaw County, 
March 14, 1831. During the years immediately succeding other churches 
■were organized, notably in Oakland, Jackson, and Calhoun Counties. 

' Tlie -writer of this sketch is especially indebted to a paper written by Hon. J. C. 
Patterson, of Marshall, and read by him before the Pioneer Society of the State. 
124 



HILLSDALE COLLEGE. 125 

In these churches the movement began which led to the founding of 
Michigan (Central College, afterwards Hillsdale College. 

As early as 1835 Elders Samuel Whitcomb, Elijah Cook, and Henry 
S. Limbocker, the founders of the denomination within the Territory, 
took a stand in favor of an educated ministry, and began to agitate the 
need of an educational in.stitutiou. Their etforts were ably seconded by 
Hon. Daniel Dunakin, Eli T. Chase, of Eckford ; Thomas Dunton and 
Herman Cowles, of Battle Creek ; Joseph Blaisdell, of Assyria; Rosevelt 
Davis, of Blackman; Jonathan Videto, Joseph Bailey, and William 
Smith, of Spring Arbor. 

At the Michigan yearly meeting mentioned above a resolution, sub- 
stantially as follows, was passed : 

Resolved, That a denominational school be established within the 
Territorial limits of the yearly meeting; that a committee of three be 
appointed to draft a constitution and by-laws; and that a convention be 
called at the village of Jackson to consider and adopt such constitution 
and by-laws and to. take such other measures as shall be necessary to 
establish the school. 

Lewis J. Thompson, of Oakland County ; Henry S. Limbocker and 
Rosevelt Davis, of Jackson County, constituted the committee. The 
convention, provided for in the resolution convened at the village of 
Jackson in July or August, 1844. The constitution and bylaws re- 
ported by the committee were adopted. Cyrus Coltrin, of Oberlin, 
Ohio, was authorized to solicit subscriptions and to collect means to 
establish the school. The convention determined to locate the institu- 
tion at the place where the most liberal inducements were offered, hav- 
ing due regard for the healthfulness of the locality. Spring Arbor, 
having raised the largest subscription, secured the location. The 
churches throughout the State were vigorously canvassed and subscrip- 
tions were taken during the summer and fall of 1844. These subscrip- 
tions were of small amounts ; the largest being that of Elder Chauncey 
Reynolds, who agreed to convey 80 acres of land to the institution as 
soon as it could be sold for $600. 

The board of trustees met at Spring Arbor in October, 1844. The 
name of the institution was changed from Spring Arbor Seminary to 
Michigan Central College, and a committee was appointed to secure a 
charter from the legislature. Daniel M. Graham was elected president, 
and the 4th day of December following was appointed on which to open 
the institution. Accordingly, on the day designated Daniel M. Gra- 
ham, president and sole member of the faculty, opened college in a small 
wooden story-and-a-half building, which had formerly been occupied as 
a store. Five students were enrolled. Other students came in during 
the term. 

Two college buildings were commenced in 1845. These buildings 
were of wood, two stories in height, and plain in architecture. The 
l)lau was to connect them as wings to a main building to be erected 



126 HIGHER EDUCATION IN MICHIGAN. . 

subsequently. They were alike, each being about 35 feet wide by 60 
feet long. The first floors were used as recitation rooms; the second 
for dormitories. These buildings were occupied in the fall of 1845. 

The trustees were unable to secure a charter for the granting of 
degrees from the legislature of 1845. It had been the settled policy of 
the State Government to give the State University the exclusive power 
of conferring collegiate degrees, and no college charter had as yet been 
granted. An act was passed, however, which was approved on the 19th 
of March, 1845, enacting — 

That Elijah Cook, Drusus Hodges, Jouathau L. Videto, Justus H. Cole, Joseph C. 
Bailey, Henry S. Lirabocker, Lemuel W. Douglass, Lewis J. Thompson, and Enos 
W. Packard, and their successors in office, shall be, aud they are hereby, constituted and 
deemed a body corporate, by the name and title of The Michigan Central College at 
Spring Arbor, and shall be trustees of said college, with the power to hold property 
to the amount of ^30,000, to sue aud be sued, to have a seal, with power to appoint 
and remove teachers, and to admit aud dismiss students. 

An act of the legislature was approved March 20, 1850, amending the 
above act, by granting the power " to confer such degrees and grant 
such diplomas as are usually conferred and granted by other colleges, 
providing the course of study ])ursued in said college shall be in all 
respects as comprehensive as that required, or shall be hereafter re- 
quired, in the University of Michigan." This act also granted author- 
ity to hold property to the amount of $100,000. In accordance with the 
privilege granted by the act, the college conferred its first degree in 
1851 upon Elizabeth D. Camp, who was graduated from the scientific 
course. Classes were graduated also in the years 1852 and 1853. Livo- 
nia E. Benedict, afterward wife of Kev. Wm. H. Perrine, d. d,, of 
Albion, received the degree of A. b. in 1852, and was the first lady 
classical graduate from a Michigan college. 

In the mean time the institution had been growing. An able faculty 
of active, progressive men had been secured whose presence aud elibrts 
brought increased numbers of students. Greater and better facilities 
were needed. To meet these demands the trustees appealed to the 
local community for a building fund, and to the denomination at large 
for an endowment fund. To this appeal the community made no re- 
sponse, and it soon became evident tliat to continue the operation of 
the institution at Spring Arbor would eflectually check its progress. 
At the meeting of the trustees in January, 1853, the expediency of a 
removal was discussed, resulting in the appointment of a committee 
to confer with the citizens of different towns and ascertain what in- 
ducements would be offered the college by way of buildings and 
grounds. Of the places visited by this committee, Hillsdale offered 
the largest inducements and secured the site of what is now Hillsdale 
College. 

Michigan Central College opened December 4, 1844, and closed July 
6, 1853. During this time it graduated 13 students, 9 from the scientific 
and 4 from the classical course. It received under its instruction about 



I 



HILLSDALE COLLEGE. 127 

700 stadents. Its buildings consisted of tlie two already mentioned, 
and a smaller one subsequently constructed as a dormitory. It pos- 
sessed about $500 worth of apparatus, and a library of about 2,000 
volumes, which had been collected by individual contributions. About 
one-half of the latter were given by Amos Lawrence, of Boston, and 
Edward Everett, of Harvard College. At the time of its removal the 
faculty consisted of Eev. Edmund B. Fairfield, who had been elected 
to succeed President Graham in 1848, Profs. Eansom Dunn, Henry 
E. Whipple, and Charles H. Churchill, and Miss Mary E. Williams. 
Much of the teaching in the lower branches was done by advanced 
students. 

By the conditions under which the college was located at Hillsdale, 
the citizens agreed to raise $15,000 within the township, and the college 
$15,000 more in the remaining part of the county, the entire sum to be 
devoted to building i)urposes. Within 3 montlis, $37,500 were sub- 
scribed witliiu the county. The trustees also determined to raise an 
endowment fund of $100,000, and $10,000 more for manual labor pur- 
poses. During the next year, while the college buildings were being 
erected, the faculty canvassed the denomination and succeeded in secur- 
ing i^ledges to the abov^e-named amount. In the mean time, negotia- 
tions were on foot which resulted in the sale of Geauga Seminary, 
located at Chester Cross Roads, Ohio, and the transfer of its effects to 
Hillsdale College. 

The above steps were taken before the closing of Michigan Central 
College. When the time for removal came many difficulties arose. The 
corx)oratiou under its charter had no authority to receive the subscrip- 
tion to build a college at Hillsdale and no authority to remove to Hills- 
dale. By the State constitution of 1850 the granting of special charters 
to educational institutions was prohibited, and no general statute ex- 
isted whereby a college coukl be incorporated. Moreover, it had been 
contrary to the fixed policy of the State fo grant college charters, that 
of Michigan Central College being the only one in the State. It was 
decided to use all honorable means to procure the passage of a general 
college law. Dr. Alouzo Cressy was elected to the senate from Hills- 
dale and Daniel Dunakin, of Calhoun County, to the house of repre- 
sentatives, in that interest. This was in 1851, the year in which the 
Eepublicans came into power in the State. The friends of the institution 
and the denomination had claims upon the new i)arty which they 
strongly urged. A general college law was agitated throughout the 
State. Other denominational schools supported the measure, and as a 
result our present college law, under which the numerous denomina- 
tional colleges of the State have been incorporated, was approved on 
the 19th day of February, 1855. This law was introduced and passed 
to meet the peculiar wants of Hillsdale College. Its history is a 
chapter in the history of the college. The citizens of Spring Arbor 
bitterly opposed the removal to Hillsdale. Suits were brought against 



128 HIGHER EDUCATION IN MICHIGAN. 

the trustees, both iu their corporate capacity and as iadiviiluals. Bar- 
ing the pendency of these suits the efforts at Hillsdale seemed almost 
futile. Parties refused to pay their pledges; work upon the buildings 
progressed but slowly, and linally ceased altogether. The enterprise 
must have failed utterly but for the determination and energy of its 
leading spirits and the continued support of many of Hillsdale's lead- 
ing citizens. Tlie suits were iu general decided favorably to the college, 
and with the passage of the general college law mentioned above pros- 
pects became brighter. 

Ground was broken for the new buildings on the 13th day of June, 
1853, and on the 4th day of J uly following the cornerstone was laid. The 
plans provided for one large building, or rather a group of five connected 
buildings, 2G3 feet long by 00 feet deep. The edifice was built of brick, 
four stories high above the basement, and was comi)leted in the fall of 
1855. The central portion contained the chapel, the treasurer's office, 
two society halls, and five recitation rooms, and was surmounted by a 
symmetrical dome. The basement of the eastern portion was used for 
a dmiug hall ; on the first floor were the j^arlors, steward's rcom, and 
the halls of the ladies' literary societies; the remaind<er was used for 
ladies' dormitories. The western portion contained the museum, labora- 
tory, recitation roonis, and gentlemen's domitories. The building thus 
constructed was plain in architecture, and standing upon the highest 
grounds in southern iNIichigan, presented an imi)osing appearance. 

The college opened in its new home on the 7tli day of November, 
1855. The following-named persons constituted the faculty: liev. Ed- 
mund B.Fairfield, A. m., president; Kev. Ransom Dunn, professor of 
mental and moral philosophy and natural theology; Rev. Charles H. 
Churchill, A. M., professor of Latin and French languages and music; 
Rev. Henry E. Whipple, A. M., professor of English literature and his- 
tory; Spencer J. Fowler, A. M., professor of mathematics and natural 
philosophy; JamesDascombe,M.D., professor of chemistry and physi- 
ology ; George S. Bradley, tutor ; Miss Delia R. Whipple, principal of 
female department. 

About 100 students were present at the time school began, and 162 
were iu attendance during the first quarter. The buildings were not 
yet completed and the rooms were not furnished. The hardy students 
substituted nail kegs for chairs, boxes for tables, and bunks of straw 
for beds, until better conveniences could be provided. Classes were 
organized in the diflerent courses of study. Four hundred and ninety- 
three students attended during the first year of school ; 580, the second ; 
669, the third, and 757, the fourth year. The course of study in the 
college departments was substantially the same as that required at the 
State University. The instruction was thorough. A spirit of life and 
enthusiasm pervaded the whole institution. The members of the 
faculty were all able, energetic, eloquent, and progressive men, thor- 
oughly identified with the work and bound to make it a success, 



HILLSDALE COLLEGE. 129 

In 1860 the first class pursuing- the full course at Hillsdale, 14 iu 
number, was graduated. Tlie standard of scliolarsbip was steadily 
raised ; a good working library was collected ; a valuable herbarium and 
museum of natural history was established ; a large c )llection of valua- 
ble geological specimens was gathered, and chemical and philoso[)h- 
ical apparatus was procured. 

On the 6th of March, 1874, the central building and west hall were 
burned to the ground; the museum, the collection of natural history, 
and a large amount of furniture and other property were destroyed. The 
loss was heavy, but no time was wasted in lamentation. Before night 
arrangements were made to open school the following day. Churches 
and private rooms were converted into recitation halls. The trustees im- 
mediately determined to rebuild, funds were collected, plans procured, 
and on the 18th day of August, 1874, the corner stone of the new building 
was laid. A different plan from the old building was adopted. A group 
of 5 buildings was decided upon, consisting of Knowlton hall. Griffin 
hall, College hall. Fine Arts hall, and East hall. The first four named 
have been completed ; East hall is the remnant of the old building. 

The new buildings contain much more room than the old. Knowlton 
hail contains the museum, chemical laboratory, two recitation rooms, 
and three society halls ; Griffin hall, the commercial department and 
gentlemen's dormitories ; College; hall, the chapel, library rooms, treas- 
urer's office, Y. M. C. A. hall, and four recitation rooms ; East hall, the 
parlors, dining hall, biological laboratory, and ladies' dormitories; Fine 
Arts hall contains two ladies' society halls, the music and art rooms, 
physical laboratory, and two recitation rooms. 

Besides the preparatory dei)iir(ment the college provides for classical, 
philosophical and scientific, theological and normal courses. It also 
has music, art, and commercial departments. For entrance into the 
classical course students are examined in the common English branches; 
Latin grammar, including prosody; Caisar, four books; Cicero, six ora- 
tions; Virgil's^Eneid, six books; Latin prose composition; Greek gram- 
mar and lessons; Xenophon's Anabasis, three books; Greek prose 
composition; algebra to Part III, Olney's university; plane geometry ; 
comi)osition and rhetoric; United States history ; ancient history; nat- 
ural philosophy; civil government; elementary zoology ; elementary 
botany; and elementary physiology. For entrance to the scientific and 
philosophical course students are examined in the same as above, with 
the exception of Greek, and one year of French additional. A literary 
course, for which the degree B. L. will be granted, is to go into effect 
the coming year (1890-91); the requirements for admission being the 
same as in the last-named course. 

In the college proper the following branches are taught (the year is 

divided into three terms, and iu the following statement a term's work 

consists of daily recitations throughout the entire term): liatin, four 

terms; Greek, five terms; mathematics, including solid geometry, higher 

713— i^o. 4 9 



130 HIGHER EDUCATION IN MICHIGAN. 

algebra, trigonometry aud surveying, general geometry and calculus, 
bigher pbysics, and astronomy, nine terms; cbemistry, two terms; 
German, six terms; Frencb, tbree terms; EugHsh language and liter- 
ature, six terms; bistory, four terms; botany, zoology, i)bysiology, 
geology, mental pbilosoi)by, evidences of Cbristianity, moral pbilosopby, 
international law, political economy, qualitative analysis, eacb one term. 
Aside from tbe above, much extra work is required in the laboratories. 

The department of i)bysics has much valuable apparatus, which is 
freely used in illustrating the principles of the science. 

Especial attention is given to the study of electricity and of its recent 
very interesting and valuable practical applications, as seen in the 
electric light, electro-motor and telephone. The ptofessor in charge 
lias recently completed the raising of a fund of over $900 with which 
to add to the equipment. 

The museum, while not pretentious in size, is fairly well i»rovided 
with representative specimens in the raineralogical, paleontological and 
biological departments. The course in inorganic chemistry requires, 
aside from the general class work, 10 hours per week for 14 weeks of 
laboratory work. Organic chemistry follows, in which attention is 
given to the points of physiological chemistry best adapted to fit; the 
student for the following year's work in biology. 

The normal department is under the direction of Miss Harriet A. 
Deering, ph. b. It aims at a thorough preparation of teachers for their 
work; first, by careful reviews of the common English branches with 
methods of teaching the sauje, and frequent development lessons given 
by the students; second, by thorough training in those branches which 
a normal school should qualify its graduates to teach ; third, by such a 
course of natural study as will qualify for tbe work of organizing, in- 
structing, and governing in our common and graded schools. The 
course comprises three years of study. 

The music and art departments ])rovide courses of five years in length, 
and are doing excellent work in their respective lines. 

One of the chief objects of the founders of the college was the estab- 
lishment of a theological seminary. The first year the college opened at 
Hillsdale, Prof. Kansom Dunn, u. d., delivered a course of lectures to 
the students on Natural Theology and the Evidences of Christianity, and 
continued to deliver a course each year on the same subject until the 
spring of 1862. At this time, the Free Baj)tist printing establishment 
gave to the institution the sum of $1,000 to begin the endownientof the 
Burr Professorship of Biblical Theology, aud Dr. Dunn was elected to the 
professorship. At the commencement of the fall term, the professor 
began two courses of lectures which were to extend through the year; 
one on systematic theology, and one on homiletics and pastoral theology ; 
and, as occasion demanded, he gave instruction in church history. 

In 1873, the Rev. J. J. Butler, d. d., author of Butler's Theology, ac- 
cepted a call to the chair of Hebrew language and literature, aud 
entered at once upon the work. 



HILLSDALE COLLEGE. 131 

The same year Rev. John S. Copp, A. m., having just completed his 
theological course iu Aiulover, Mass., accepted an invitation to occupy 
the chair of homiletics and church history. Two courses of study, one 
including and the other omitting the ancient languages, were drawn up, 
classes were organized and ten students entered uix)n the course tbe 
first term. At present (1889) there are four professors in this depart- 
ment. The course is similar to that in other theological schools. 

Hillsdale (;olle2:e has been a pioneer iu the educational reforms of 
the age. From the first it has given the same advantages to the colored 
race as to the white. It was the first college iu the State, and one of 
the first in the country, to admit ladies to rights and privileges equal 
with gentlemen. It was the first in the State to establish a gymnasium 
for physical culture. It was also the first, and is now the only college 
in Michigan having a theological department conferring degrees. The 
work of the college in instilling the true scholarly spiritiuto its students 
is well showu by the number of those who after graduation take post- 
graduate courses in the various professions. 

The college has graduated G40 students, of whom 405 were gentlemen 
and 235 ladies. The buildings and giounds are estimated at $105,000, 
and the working endowment fund amounts to $105,000 ; aside from 
this about $35,000 exists in maturing i)ledges. 

The following-named persons have served in the capacity of presi- 
dent : Rev. Edmund B. Fairfield, d. d., ll. d.; Rev. James Calder, d. d. ; 
Rev. Daniel M. Graham, d. d.; Rev, De Witt C. Uurgin, d. d.; Rev. 
Ransom Dunn, d. d., acting president; and the present incumbent, 
Hon. George F. Mosher, A. M. 

Besides those named above in the theological department, the faculty at 
present (1889-90) consists of Hon. G. F. Mosher, A. m., president, professor 
of international law, mental, moral, and political philosophy; Arthur 
E. Hayues, ph. m., Fowler professor of mathematics and physics; Kings- 
bury Bachelder, A. M,, professor of Greek language and literature j 
Frank Smith, ph, m,, professor of chemistry, biology, and geology ; 
Clarence Otis Wdliams,^ A. m., Waldron professor of the Latin language 
and literatu]?e; Samuel Wilber Norton, acting alumni professor of 
rhetoric, belles-lettres, and German ; Harriet A. Deering, ph, b,, princi 
pal of the ladies' department and of the normal department; Mrs. 
Frances Stewart Mosher, A. b., professor of French and history ; Melvin 
Warren Chase, Mns. D. professor of pianoforte and harmony; Alvah 
Graves, instructor in vo -al music ; George P. Gardner, professor in 
painting and drawing; Alexander Campbell Rideout, ll. D., principal 
of commercial department,^ 



' Deceased. 

'^Thc catalogue for 1890-91 shows .''>01 students enrolled. Of fhcso 90 are in the 
academic departnjcut. Others arc iu the theological, normal, nintjic, art, .and pre- 
paratory departments. Several changes have been made iu facultj' list since the 
above article was prepared. William F. Tibbetts lias become professor of Latin and 
Charles H. Gurney professor-elect of rhetoric and belles-lettrcSi 



132 HIGHER EDUCATION IN MICHIGAN. 

Table of studies — Literary course. 

Jnuior Preparatory : 

Fall— Latin grammar, 9, XXI, F. ; ancient iiistory, 10, V, C. ; U. S. hiatory, 3, XXI, F. 
Winter— Latin lessons, 9, XXI, F.; llouian history, 3, VII, C. ; cleniontary philosophy, 2, XX, F. 
Spring— First CiBsai', 9, XXI, F. ; composition and rhetoric, 11, XXI, F. ; olemeutary botany, 3, 
XXI, F. 
Middle Preparatory: 

Fall— Second Csesar, 9, V, C. ; arithmetic, 8, VII, C; pliysical geography, 11, XXI, F. ; elonitutary 

zoology, 3, Lab., E. 
"Winter- Sallust, 9, V, C. ; arithmetic, 8, VII, C; elementary physiology, 3, Lab., E. 
Spring— First Cicero, 9, V, C. ; civil government, 2, XXI, F, ; elementary algebra, 10, VII, C. 
Senior Preparatory : 

Fall— Second Cicero, II, V, C. ; French, 10, XXI, F. ; nniversity algebra I, 2, VII, C. 
Winter— First Virgil, 1 1, V, (J. ; French, 10, XXI, F. ; university algebra II, 2, VU, C. 
Spring— Second Virgil, 11, V, C. ; French, 10, XXI, F. ; plane geometry, 2, VII, C. 
Freshman: 

Fall- Do Senectute, 3, V. C. ; German, 10, XVI, K. ; solid geometry, 9, XX, F. 
Winter— Livy, 3, V, C. ; German, It), XVI, IC. ; university algebra III, 9, XX, F. 
Spring— English Bible, 10, X, C. ; German, 11, XVI, K. ; trigonometry, 9, XX, F. 
Sophomore: 

Fall— Chemistry, 11, XV, K. ; advanced French, 9. XXI, F. ; advanced German, 3, XVI, K. 
Winter— Chemistry, 11, XV, K. ; advanced French, 9, XXI, F. ; advanced German, 3, XVI, K. 
Spring— Botany, 9, Lab., E. ; advanced Fiench, 1, V, C. ; advanced German, 3, XVI, K. 
Junior: 

Fall— Zoology, 9, Lab., E. ; mechanics', 3, XX, F. ; history France, 2, XXI, F. ; Anglo Saxon, 3-5, 8, 

XVI, K.; deductive logic, 2-5, 8, XVI, K. 
Winter— Physiology, 9, Lab., E.; physics, 3, XX, F.; history Germany, 2, V, C; translating English, 

3-5, 8, XVL K. ; inductive logic and rhetoric, 2-5, 8, XVI, K. 
Spring— Geology, 1], XV, K. ; astronomy, 3. XX, F. ; history England, 2, V, C. ; Chaucer, 3-5, 8, 
XVI, K. ; rhetoric, 2-5, 8, XVI, K. 
Senior: 

Fall— History English literature, 3-5, English masters, 2-!5, 9, XVI, K. ; mental philosophy, 10, IX, 

C. ; history of civilization, 11, IX, C. 
Winter— Hi.story English literature, 3-5, English masters, 2-5, 9, XVI, K.; evidences, 10, IX, C. ; 

international law, 11, IX, C. 
Spring— History English literature, 3-5, Englisli masters, 2-5, 9, XVI, K. ; moral philosophy, 10, IX, 
C. ; political economy, 11, IX, C. 
Note. — Fractional marks indicate number of hours of recitation per week. Those studies marked 
3-5, recite Tuesdays, Thursdays, and Saturdays ; those marked 2-5, recite Wednesdays and Fridays. 

One year extra of English may bo taken as optional study in the classical and philosophical and 
ecientific courses. 



KALAMAZOO COLLEGE, KALAMAZOO, MICH. 



Sketch prepared in December, 1889, bj^ Rev. Samuel Haskell, D. D., one of board 
of trustees of Kalumazoo College. 



This institntion is the denominational one of the Baptists of Michi- 
gan. Kalamazoo, its seat, is a rapidly growino- city of abont 2(),()00 
inhabitants, midway between Detroit and Chicago, on the Michigan 
Central Railroad. The natural beauty of the place has received rare 
adornment from the refined taste and wealth of the citizens. Tbe col- 
lege site is an elevated, undulating grove of some 20 acres, centrally 
situated inside of the west line of the corporation and commanding a fine 
prospect of the city and the valley of -the Kalamazoo River. 

The college has three commodious and substantial brick buildings, 
one of which in addition to its public rooms afi'yrds dormitory privileges 
for male students, and another is a boarding home for girls under the 
superintendence of the lady principal. To the table of the latter 
students of the other sex are also received. 

The departments of the institution are both preparatory and colle- 
giate, open in all their courses alike to students of either sex. 

The history of this educational interest dates from the coming of Rev. 
Thomas W. Merrill into theTerritory of Michigan in 1829. On tlie23d 
of November in that year he commenced in Ann Arbor a preparatory 
school, both in English and the ancient languages, hoping as he wrote, 
" that God would oi)en the way for the enlargement of his effort until it 
should become a literary and theological institution, under the intluence 
of the Baptists of Michigan," the Baptists of Michigan being then, of 
course, chiefly objects of percei)tion to faith. 

Mr. Merrill was a native of Maine, just graduated from the college at 
Waterviile and the Newton Theological Institution. His school at Ann 
Arbor, being as is supposed the only one of the kind in the Territory, 
■was patronized from Detroit and the other early settlements, and en- 
joyed an interesting prosperity. 

In July, 1830, Mr. Merrill prepared and circulated a petition asking 
the Territorial legislature to change his school by charter into such an 
institution as he had conceived, under the name of the Michigan and 
Huron Institute, securing its control to the Baptists by prescribing 

133 



134 HIGHER EDUCATION IN MICHIGAN. 

that three-fifths of its trustees should be of that faith. The object of 
the petition was favorably considered by the legislature, but as tbere 
were members who objected to its denominational features the bill failed 
to pass, being laid over to the next session. 

Meanwhile, under the influence of those who opposed this bill, au 
academy at Ann Arbor was incorporated, of which Mr. Merrill was urged 
to take charge, but feeling that his Christian aims and hopes would 
thus be compromised, he declined. 

The same season, resolving to transfer his cherished enterprise to the 
western part of the Territory, he made his way to where Kalamazoo 
now stands, then the beautiful burr-oak openings in which the smoke 
of but a single log cabin arose, and passed south to the older settlement 
of Prairie Konde. Here he assisted in building a log house for school 
and meeting purposes, a nd occupied it as designed during the winter 
of 18;30-'31. 

The plan of manual-labor schools was then coming into experiment, 
and Mr. Merrill was fitted to accept the theory. The questions before 
him, therefore, were how to purchase lands for the school, and how to 
reappear before the legislature and secure its incorporation. 

Fortunately the practical wisdom, the generous liberality, and the 
intelligent Christian citizenship of Judge-Caleb Eldred, of Climax, stood 
now waiting to ally themselves with the high aims and the unconquer- 
able tenacity of Thomas W. Merrill. Mr. Eldred was then dragging 
his surveyor's chain through the untrodden grasses of the lovely prai- 
ries and openings of Southwestern INlichigan, and encamping with en- 
thusiastic admiration in its majestic forests and beside its rivers and 
lakes. And among the way marks which he was setting up were those 
which in his pious thought designated the places where his children 
and fellow settlers should have their worship and ordinances, and his 
denomination their Hamilton of Christian learning; for he had come 
from where the long shadow of the sacred school of Hascall and Kend- 
rick had swept over him. 

In the autumn of 1831 the traces appear of these two pioneers plan- 
ning together the methods by which to raise money for the projected 
school. An appeal to the Baptists of the Eastern States was agreed 
upon, and with Judge Eldred's commendation Mr. Merrill visited the 
Michigan Baptist Association at Pontiac in September and secured their 
approval of his agency. A month later he was at the Baptist Con- 
vention of the State of New York, and received a hearty commendation 
of his object, signed by Elon Galusha, John Peck, William Colgate, 
and others. Except what Mr. Merrill paid in bearing his own expenses, 
the first subscriptions for the institution appear to have been seven 
ten-dollar ones from these ever-to-be-remembered Baptists of New 
York City: Jonathan Going, Nathan Caswell, James Wilson, John H. 
Harris, Bynan Green, William Colgate and E. Withingtoa. Dr. Going 
was an originator and the first secretary of the American Baptist Home 



kala:\iazoo college. 135 

Mission Society, and the deep imprint of his hand is on the fonndations 
of our colleges in Ohio, Michigan, Indiana, and Illinois. 

Returning from this agency in 1832, Mr. Merrill with Judge Eklred 
and others renewed their petition for incorporation. No provision for 
denominational control was now asked except bj^ suggesting as trustees 
the early Baptists, ministers and others, then resident in the Territory, 
The bill again had to work its way through objections, but was helped 
over them by Judge Manning and Mr. F. P. Browning, of Detroit, and 
the date of its approval by Governor Porter was April 22, 1833. As Mr. 
Merrill paused here to take breath he wrote : 

The Micliigau and Huron Institute is the school upon which I have had my eye 
since I came into this Territory ; the one for which I drew a petition, gave it circu- 
lation and presented it to the legislative council 2 years ago ; for which I have peti- 
tioned thrice (once to Congress for a grant of land) ; for which I took up a suhscrip- 
tion in the city of New York in May, 1832. This institution I trust will exert a most 
salutary influence upon the Baptist cause, and shed an enlightening, reforming, and 
sanctifying influence upon the citizens of this Territory. May our anticipations bo 
more than realized. 

Judge Eldred was elected president of the board of trustees, and for 
25 years was annually reelected, filling the office with loving devotion 
and eminent ability. 

The charter did not locate the institute, and for more than 2 years 
the weary fledgling was kept upon its wings between rival proffers for 
furnishing it a place to alight. In the autumn of 1835 citizens of Kal- 
amazoo gave the sum of $2,500, and a tract of land which is now the 
south part of the city was purchased, a building secured, and the school 
opened. An exchange of property afterwards gave the present most 
eligible site for permanent occupancy. An addition to the lands, ex- 
tending farther into the city, with its building for chapel and recita- 
tion rooms, gives still easier access to the residents of the place. For 
this the college was made specially indebted to Mrs. Huldah E. Thomp- 
son, of Connecticut, Hon. C. Van llusan, of Detroit, aud citizens of 
Kalamazoo. 

The school was adopted for a short period as a branch of the Uni- 
versity of Michigan. 

Amendments were secured to the charter changing the name and 
enlarging the privileges of the institution, but for the last 35 years it 
has borne its i)resent college title and exercised full college powers. A 
charter provision has also recently been obtained providing that the pres- 
ident and a majority of the trustees shall always be members in Bap- 
tist churches. 

The names most permanently identified with the faculties have been 
William Dutton, A. b., as principal from 1840 to 1843, when death cut 
short his most promising career; James A. B. Stone, D. D., principal 
from 1843 to 1855, and, upon the entrance into college powers, president 
from 1855 to 18G4, William L. Eaton, being his associate in the earlier 
period. The leading associate professors and teachers up to 18G4 were 



136 HIGHER EDUCATION IN MICHIGAN. 

Mrs. L, H. Stone, principal of the female department; Eev. Samuel 
Graves, P. d., Edward Olney, ll. d., Daniel Putnam, A. M., Edward An- 
derson, D. D., M. A. Page, A. m., Allen J. Curtiss, A. B., and Mrs. Martha 
L. Osborn. 

From 18G4 to 1867 Jolm M. Gregory, ll. d,, was president, and 
Heman Lincoln Waylaud, d. d,. and Silas Bailey, D. d., were additions 
to the faculty. 

From 1808 to 1886, Kendall Brooks, D. d., was president, Samuel 
Brooks, D.D.,aiid Professors Stuart, Iladlock, Haskell, and Montgomery, 
were assistants, with Misses King, Chase, and other lady principals and 
teachers. 

Kev. Monson A. Willcox, d. d. was elected president in 1887, and with 
him have served as new professors G. W. Botsford, a. m., C J. Galpiu, 
A. M., and as lady principal Miss Mary A. Sawtelle. 

The number of students last year was 181, of whom 39 were in college 
studies. Something over 150 students for the Christian ministry have 
been connected with the institution ; and large numbers of both sexes 
have there become Christians afld devoted their lives to consecrated 
service in this and in other lands. 

The original policy of the Baptists of the State was to have a theologi- 
cal seminary at Kalamazoo, associated with the college. A large por- 
tion of the property, including the first building, was given with this 
design and had its title in the Baptist Convention of the State. Theo- 
logical courses of study and classes therein were maintained for suc- 
cessive years. More recently this policy has been relinquished and the 
property is transferred in trust to the college on condition that certain 
advantages shall be extended to students for the ministry ; and biblical 
instruction in same form is provided for in connection with the courses 
of literature and science. Theological courses proper are expected to 
be pursued in seminaries elsewhere, and assistance to students therein 
is given by the convention. 

The financial condition of the college is one of entire freedom from 
indebtedness, witli a temporary provision that keeps it thus free. In 
view of the time when this temporary iirovision against deficiencies 
will be exhausted, and to improve facilities, movements are going for- 
ward to increase the endowments to at least a quarter of a million of 
dollars. The president of the board of trustees, Mr. C. C. Bowen, of 
Detroit, is generously leading these movements. 

The college has a field that is full of promise, a location and property 
for its seat almost unexampled iu the West, and a homogeneous and 
united Christian body of supporters committed to its maintenance. 

NEW BUILDINGS. 

The college is now receiving the benefits of the Ladies' Hall, a new 
building recently added to the college, this being but the second year 
of its occupancy. It is not simply a dormitory for young women, but, 



KALAMAZOO COLLEGE. 137 

undef the supervision of Miss Mary A. Sawtelle, the principal lady 
teacher in the college, it aflorus all the advantages of a cultured, Chris- 
tian home. Youjig men may also avail themselves of the privilege of 
boarding at the hall, and thus come within the circle of its refining in- 
fluences. But here, again, while we congratulate ourselves on the suc- 
cesses of the past, we ought not to be satisfied with what we have al- 
ready achieved. The college grounds are spacious and beautiful, sus- 
ceptible of being made unexceptionally fine. May it be a part of our 
larger plan to hasten the day when they shall be adorned with new 
buildings, suitable for class room and chapel, library, laboratory, and 
other purposes; in a word, with all the buildings which a great and 
thoroughly equipped college demands. 

INCREASED ATTENDANCE. 

One of the brightest features in the present condition of the college 
is the increase in the number of students. Between 80 and 90 new stu- 
dents have come to us the present term, against about 50 during the 
whole of last year, while the increase in the whole number of students 
this term over the number for the first term of last year is about 30 per 
cent., against a corresponding increase of 10 per cent, last year. This 
is all the more cheering because so closely connected with the very ob- 
ject for which the college exists. It is intended to train and educate 
these young minds and hearts soon to share so largely in shaping, di- 
recting and controlling the social, moral, and religious life of the world. 
Therefore a college with unlimited resources but with only a handful of 
students would be a miserable failure. Hence we are especially re- 
joiced over this increased attendance.^ 

' Dr. Willcox resigned the presidency April 30, le9L Rev. Theodore Nelson, at one 
time superintendent of public instruction of the State, was appointed to succeed him. 
Several changes have been made in the faculty. Samuel Haskell, D. D., has been 
appointed instructor in the English Bible. 



OLIVET COLLEGE, OLIVET, MICHIGAN. 



By Rev. JosKPn S. Daniels, A. M., 
Parsons Professor of Greek Language and Literature, Olivet College. 



On the morning of Febrnarv 14, 1844, a little company left Oberlin, 
Ohio, and slowly moved westward and northward toward Michigan. 
On the evening of the 24th of the same month they reached their des- 
tination. There were thirty-nine persons, including youth and children, 
in this little company. Their combined resources were not over $10,000, 
Their leader was the Eev. John J. Shipherd, the founder of Oberlin Col- 
lege. Having more than realized his anticipations in the marvelous 
success and growth of Oberlin, which was then but eleven years old, 
and desiring to repeat its history in the States west of Ohio, he had 
gathered this group of families and friends with the design of planting 
a Christian colony and a Christian college in Michigan. 

Mr. Shipherd had visited the State the previous year, selected the 
site and christened it Olivet. It was then but a wooded hilltop, the 
home of the wild deer, with a beautiful lakelet on its western outlook, a 
winding stream skirting its eastern slope, a village of the Pottawattomie 
Indians near by, and only five families of white settlers within a radius 
of 3 miles. No highway as yet led to the place, and the last 5 miles of 
the wearisome journey were over an Indian trail marked by the blazing 
of trees. 

This colony laid the foundations of Olivet College. Their first work 
was to clear an opening in the forest, to build themselves homes, to 
construct a mill, and a building for the opening of the school. They 
were beset with many trials. The first year the floods swept away the 
dam they had built, the fire consumed their school edifice before it 
was finished, their leader sickened and died, and more than half the 
colony were prostrate with malarial diseases incident to the new coun- 
try. Many of the colonists were discouraged and returned to their old 
homes. The few, w ith a sublime faith in the work they had undertaken, 
persevered and triumphed over all obstacles. 

Mr. Shipherd's purpose in selecting such a place was that the colony 
should be the nucleus for the college— that the two should grow up in 
harmony and mutually support and mold each other. He led hither a 

138 



OLIVET COLLEGE. 139 

baud of devoted Christian ineii and women, who weretolay foundations 
and leave their impress upon the school. Its doors were open from the 
first to colored students as well as white, to both sexes, and to the poorer 
classes, who had not means to secure an education elsewhere. Manual 
labor was to be a feature of the institution. 

Thougli this never became an orgauicpart of the colleg'o curriculum, 
yet the idea of the founder has virtually been realized. Olivet has 
ever been an attractive place for those who are compelled to work out 
their own education. The idea has brought to the college hundreds and 
thousands of those robust and earnest men and women who have to 
make their own way in life and who hunger and thirst after a higher 
education. 

The object of the college and the purpose of its founders is well set 
forth in their first annual catalogue in 1846 : 

We wish to have it distinctly unflerstoorl that the whole object of this institution 
is, has been, and we hope ever will be, the odncation of young men and womeu-^ 
especially such as are not rich in this world's goods, but heirs of the Kingdom of 
God— for the glory of God and the salvation of a dying world. * * * We have no 
partisan or sectarian interests to subserve and desire to have none. We wish simply 
to do good to oar students by placing in their hands tbe means of intellectual, moral, 
and spiritual improvement, and to teach them the divine art of doing good to others. 

With poverty as their "endowment" they began their self-denying 
work. The school opened in December, 1844, with nine stndents. 
They however rapidly increased and for many years the facilities were 
inadequate for the numbers who thronged the place for an education. 

Having made repeated applications in vain to the legislature for a 
college charter, they wrought patiently for 15 years under the name of 
" Olivet Institute." They were no more successful in their attempts at 
recognition by religious bodies. They were therefore compelled by 
force of circumstances to be independent both of church and State, and 
to develop that type of institution which they believe to be the best— 
an undenominational Christian college. 

Finally in 1859 they secured a charter under a general law of the 
State, and the institute was merged into the college. Its first board 
of trustees consisted of 14 members, four of whom belonged to the 
original colony from Oberlin. These were William Hosford, Oramel IIos- 
ford, Albertus L. Green, and Fitz L. Reed. Rev. M. W. Fairfield was 
chosen as the first president of the college. In 18G3 Rev. N. J. Morrison 
became his successor, and served until 1872. After an interregnum of 
three years. Rev. H. Q. Butterfield was elected in 1875, and still con- 
tinues in office. While Olivet College is undenominational iu its charac- 
ter and aims, yet its chief support and patronage has come from Cou- 
gregationalists. The Presbyterians also have contributed to its funds, 
sent many of their children to its halls for education, and had a large 
representation upon its board of trustees. 

This board consists of 24 members, fourof whomare elected annually 



140 IIIGHEli EiHJCATION IN iMICHIGAX. 

for a term of six years. The president of the college is ex officio a mem- 
ber of the board. Ic is indepeiulent and self-perpetiiatiug. The 
aUiunii of the college are represented by four members, who are elected 
by the board on the nomination of the alumni association. 

The trustees meet annually on the third Tuesday in June, fill vacan- 
cies, transact general business, and appoint an executive committee and 
other officers necessary for the administration of the college during the 
year. 

The government of the college is vested in its board of trustees. 
They control its finances, appoint its fixculty, and are responsible for 
its entire administration. By the terms of its charter the president is 
required to make an annual report of the condition and work of the 
college to the State superintendent of public instruction. 

The faculty have the immediate charge of the instruction and disci- 
pline of the students and .tlie making of all regulations necessary for 
the same, subject to the approval of the board of trustees. They meet 
regularly once a month, or oftener, at the call of the president. The 
board is made up largely of graduates of the best Eastern colleges, who 
impart to it the breadth of view and varied usages of their own iusti- 
tutions. The aim has ever been to make this board the representative 
of Christian character as well as of the best culture. 

The growth of the college h is been slow but healthful. Enlargement 
and expansion have come from time to time according to the demands 
made upon it. It began in poverty, it has always been poor, and ever 
struggling for something larger and better. But it began wisely with 
a high standard of scholarship and a high moral aim. Even in the 
days of its deepest poverty and its smallest classes it was unwilling to 
lower its standard tQ increase its numbers. Its earliest graduates 
therefore rank among its best scholars and reflect upon their alma mater 
the twofold luster of culture and character. These are its richest 
treasures to-day. For the wealth of the college consists not in its 
buildings, library, and museum, but in its men — both the men who make 
it and the men whom it makes. Preeminently is this triie of Olivet. 
For while the college has ni-ver been able to pay adequate salaries, it 
has never fiiiled to secure able instructors, who are attracted by the 
character of the work and the ai?ns of the college. It has also attracted 
that most valuable class of students for whom the attainment of an edu- 
cation has meant an earnest struggle, and this very struggle has united 
faculty and students in common bonds of sympathy and made their 
work a delight rather than a task, and this feature of the college has 
won for it many friends who have generously aided it in its times of 
need. Indeed the college is both happy and rich in its many and liberal 
benefactors. To name them would be impossible, and yet many of them 
have built their names into the very structure of the college. Indeed 
they mark its historic growth. They are graven on its buildings, i^ro- 
fessorships, and scholarships. Shipherd, Drury, Palmer, Parsons, 







l:: 













{ l">-')'^4'.„ 



1. BuRNAGE Hall (upper oue in the group). 

2. Parson's Haxx>. 



3. Shipherd Hall. 

4. Mather Hall. 



OLIVET COLLEGE. 141 

Kutaii, BrowD, Tattle, Stone, Mather, aud Barrage are bouseliokl 
words in the college to-day. And each name is a way-mark in the 
growth of the institation. 

The scope of the college has also been modified with its expansion 
and growth. In the days of the institute and the entire years of the 
college its chief work was i!i furnishing teachers for the schools of the 
State. Bat more and more its students are enrolled in regular courses 
and remain for graduation. 

From the first a classical coarse of 4 years has been maintained. 
This requires two full years of Greek, Latin, and mathematics, with 
many electives in the junior and senior years. 

Parallel to this is a literary course, omitting the Greek, aud requir- 
ing the French aud German. 

A third course, the scientific, emphasizes the mathematics and nat- 
ural sciences, with electives in the other studies. 

These three courses constitute the college department. 

Under the same board of trustees and as a part of the college, is the 
preparatory department with its principal and assistant teachers. 
This has three •courses: a classical, with three years of Latin and two 
of Greek; a literary and scientific course of two years, including one 
year of Latin but no Greek ; and an English course of four years, which 
furnishes a good business education. 

Two normal courses also are maintained: an English, of three years, 
which qualifies for the third grade certificate, and a language coarse, 
which secures a higher grade certificate in the public schools. 

An efficient art department furnishes without charge freehand and 
mechauical drawing to every student in the college; aud also, for extra 
tuition, studies in crayon, china painting, oil, and water colors. There 
is also connected with the college as a department, the Olivet conser- 
vatory of music, with able instructors — instrumental, theoretical and 
vocal. The conservatory otters full courses of study in each branch, 
and is empowered by its charter to confer diplomas and degrees upon 
its graduates. 

In all departments of the college students have frequent practical 
rhetorical exercises to develop their powers of expression. 

The culture of the moral and religious natare is also regarded of the 
highest importance, so that systematic study of the Bible is made a part 
of the curriculum, and regular attendance upon church is a requirement 
of the college. 

Among the resources of the college we nuiy mention first its grounds. 
These consist of four entire blocks or squares, with three ample lots 
adjoining, on tbe summit of the hill that crowns the village of Olivet. 
One of these blocks is an open park, with several fine specimens of the 
giant oaks — the monarchs of the native forest. One is a beautiful 
grove, densely shaded by the second growth of forest trees, and the 
others are the sites tor the group of nine buildings belonging to the 



142 HIGHER EDUCATION IN M1CH[GAN. 

college. The whole area is from 12 to 15 acres. The oldest building:, 
kuowu for many years as " Colonial Hall," is now enlarged and con- 
verted into a gymnasium. For this the college furnishes a piofessor, 
and the work of physical training is now a prominent feature of the 
education at Olivet. Next in order of time is the college church. This 
furnishes a chapel iu the lower story for morning prayers, and also an 
audience room above for worship on the Sabbath. A distinctive feature 
of the institution is this : That the Congregational church of the village 
and the college churcli are one, and from the very beginning the colony 
and the college, the citizens, and the students have worshipi)ed to- 
gether, and for the greater part of the whole period some of the college 
l^rofessors have been pastors and j^reachers for the chuich. This has 
served in no small degree to make and keep the unity and harmony of 
town and college which has been so remarkable at Olivet. 

Shipherd JIall, so named in honor of Uev. John J, Shipherd, is the 
home of the young women of the college, and contains rooms also for 
the principal matron and teachers in that department, besides the 
rooms of the Soronian societj', and a large dining hall which furnishes 
board to students of both sexes at cost. 

Farsons Holl, so named for Hon. Philo Parsons, of Detroit, its chief 
donor and also the founder of the Greek professorship, contains dormi- 
tories for young men, also the college ofhce, recitation rooms, and the 
rooms of the Young Men's Christian Association. 

The PresidenVs House is an elegant and spacious mansion, owned by 
the college, occui)ied by the president, and affording a place for trus- 
tee and faculty meetings, as well as class and other receptions of the 
college. 

Mather llalU bearing the honored name of Roland Mather, of Hart- 
ford, Conn., is devoted to the natural sciences. It contains the chem- 
ical, botanical, and biological laboratories, the museum, the signal-ser- 
vice station, and several recitation rooms. 

Music Rail was formerly a private dwelling fronting on the college 
park, but recently purchased and remodeled for the work of the con- 
servatory. 

Burrage Memorial Hall, so named from its chief donor, the late 
Leonard Burrage of North Leominster, Mass., who bequeathed $20,000 
for its erection, is an elegant building of Iowa sandstone, fireproof, 
and with a capacity of about 100,000 volumes. Besides its capacious 
stack room it contains an ample reading room, also reference rooms for 
quiet study and class work in the various departments. 

The Adelphic Hall, though not strictly a college building, but the 
property of the literary society whose name it bears, yet properly be- 
longs to the college group and represents a prominent part of the col- 
lege work. It is a beautiful structure, made of the field stone — granite 
boulders — which abound in this region, and well illustrates the good 
taste and enterprise of its builders. 



OLIVET COLLEGE. 143 

Ground has already been broken and work begun on a similar edifice 
by the Plii Alpha Pi society, with the hope of completing their new 
hall during the coming year (1890). 

In this connection it is but just to make mention of the character and 
the work of the literary societies of Olivet College. They are a unique 
feature of the institution and a prominent part of its work.- They were 
not transplanted from without, but are the native and spontaneous 
growth of the soil. They happily supplement the class-room work. 
They are open societies, and always welcome their fellow-students and 
teachers to their exercises. Hence they are rigid with themselves, and 
always maintain a high standard for character in their membership 
and excellence in their exercises. Some of the best literary work of 
the college is done in their halls. 

Among the resources of the college should be mentioned its museum 
and library. 

The Museum, the nucleus of wliich were the valuable collections of 
William B. Palmer and Rev. William B. Brown, has been greatly en- 
larged and enriched by special appropriations of the trustees, and is 
now one of the finest in the West for the purposes of instruction. It 
is a typical collection, and so arranged as to be itself an object lesson 
in the natural sciences. 

The Library contains 17,000 volumes and almost as many pamphlets. 
It is classified according to the Dewey system, furnished with card 
catalogue of both authors and subjects, and allows both free access to 
its shelves and the privilege of drawing books for general reading as 
well as for class-room work. Its books have been selected with care 
and witlj special reference to the work of both professors and students. 
Its income is derived from a small incidental fee from each student, and 
from the Willie Sage Tuttle fund, $15,000, the gift of the late Mrs. 
Lucy E. Tuttle, of Guilford, Conn. The annual increase for the last 
nine years has been 1,000 volumes. A general summary of the re- 
sources of the college is as follows : 

Grounds and bnildinj^s $135,000 

Librarj', musenm, and apparatus 35,000 

Productive assets 163,000 

Total 333,000 

N unibcr of graduates 255 

Number of students in attendance' during tlio year 1888 323 

Bim.IOGRAPnY OF THK COLLEGE. 

Memorial address, Olivet College and its History, June 28, 18G6, by President N. J. 

Morrison. 
Inaugural address, June 21, 1876, by President 11. Q. Butterfield. 
Baccalaureate sermon, June 15, 1879, by President II. Q. Butterfield. 

' In 1830-'91 the number of students was as follows: College course, 179; prepara- 
tory, 149; normal and elective, 50; music course, 55; art, 55. Deducting 10 for 
names counted twice leaves total, 376, 



144 HIGHER EDUCATION IN MICHIGAN. 

Twenty-fifth anniversary of Olivet Colloge, 1834, containing baccalaureate sermon 

by President H. Q. Butteriield. 
History of Olivet Institute, by Prof. Orarael Hosford. 
History of Olivet College, by Prof. .Joseph L. Daniels. 
Ought we to have a Department of Biblical Instruction arttached to Olivet College ? 

May 15, 1889, by Rev. W. B. Williams. 
Catalogues from 1846-1889. 
Treasurer's annual reports. 

Also the following college papers: 
Olivet Express. 
Olivet Olio. 
Olivet Olio and Folio. 
Olivet Echo. 
Also, correspondence in the Olivet News, Olivet Obiter, and Olivet Optic, and other 

State papers. 



HISTORY OF ALBION COLLEGE, ALBION, MICHIGAN, 



By L. R. FiSKE, D. D , LL. D.. President of Albion College. 



In the 3'ear 1833, Eev\ Heury Colclazer, Rev. Elijah H. Pilcher, and 
Dr. Benjamin H. Packard united in an eft'ort to secure the establish- 
ment of an institution of learning in the Territory of Michigan, the 
same to be under the control of the Methodist Episcopal church. Sev- 
eral places competed for the location of the proposed seminary by the 
offer of sums regarded as liberal. Encouraged by these offers the sub- 
ject was submitted to the Ohio Annual Conference of the Methodist 
Episcopal Church, which had ecclesiastical jurisdiction over this Terri- 
tory. 

The project of founding an academy was indorsed by that body, and 
a committee appointed to determine the location and to use measures to 
obtain an act of incorporation from the legislative branch of the Terri- 
tory. The charter was secured in March, 1835, and the school was 
located at an old Indian village in Spring Arbor, Jackson County. 

The school was never opened at that place, and no buildings even 
were erected. 

The outlook came to be so discouraging that many friends of the 
enterprise were ready to abandon it. But the village of Albion in the 
meantime had sprung into existence, and some of its enterprising citi- 
zens made a proposition for the removal of the location to that place, 
accompanying this with liberal subscriptions. This proposition was 
accepted by the Michigan Annual Conference, which had been created 
since the movement for a seminary was projected, and the legislature 
of the State, in 1830, amended the charter, making the proposed change 
of location and reconstructing the board of trustees. 

ERECTION OF BUILDINGS. 

In the autumn of the same year, 1830, Rev. Loring Grant was ap- 
pointed agent, and commenced soliciting funds for the erection of build- 
ings. 

A system of scholarship was at this time devised which was an im- 
portant aid in raising money, but as this money was used for building 
purposes, and the scholarshij^s guaranteed free tuition to parties hold- 

145 
713— No. 4. 10 



Ii6 HIGHER EDUCATION IN MICHIGAN. 

iiig the same, tliey iutroduced serious embairasstneut when the school 
was opeued and the salaries of instructors became due. 

The coruer stone of the first building was laid in June, 1841, and the 
structure, 50 by 100 feet, and four stories high, was completed in time 
for the opening of the institution in November, 1843. The second 
building, of about the same size, was finished in 1853, but was consumed 
by fire within a year after its completion. The year following it was 
rebuilt, but somewhat reduced in size. The third buildiug was erected 
iu 1857. The last building constructed up to the present time is au 
astronomical observatory, which was completed and equipped iu 1884. 

GROUNDS AND VALUE OF PROPERTY. 

The college grounds comprise about 20 acres in the city of Albion, 
the principal portion of the same lying w^est of the buildings towards 
the business part of the city. Tiie.se grounds, the four buildings, to- 
gether with the contents of said buildings, are valued at $100,000. If 
located in a large city the valuation would be much higher. 

THREE PERIODS. 

Educationally, there have been three distinct periods in the life of 
the institution. It was first chartered as a seminary, to supply instruc- 
tion above that which could be obtained in the public schools, but was 
not authorized to confer degrees. In this sphere it had a vigorous ex- 
istence. It was widely patronized within the State of Michigan, and to 
a considerable extent from other States. It then did a work w^hich, 
since that time, has been done by our best high schools. But as the 
graded schools came into existence anrl increased in number and in t|ie 
quality of the work done, the demand for an academy became less gen- 
eral; hence, the legislature of 1849, on application, amended the charter 
creating a female college, giving to the institution the corporate name 
of " Wesleyan Seminary and Female Collegiate Institute," authorizing 
the conferring of degrees on women. In 18G1 the charter was again 
amended, granting general college powers, and changing the corporate 
name to "Albion College.'' The grade of work in the female college 
was about on the i)lane of the sophomore year in institutions for young 
men. When the charter of 1861 was obtained a complete reconstruc- 
tion of courses took i)lace, to make the same equal to the standard in 
our best American institutions. 

Since the general college charter was secured there have been added 
a conservatory of music, granting the degree of B. M., and a school of 
painting in which the degree of U. C. is granted. TJie conservatory 
of music has reached large proportions, and now employs 7 teachers. 

There has been a further enlargement by the erection of a commercial 
department. 

In 1888 the foundation of a school of oratory, preparatory to a general 
college of oratory, was laid. Plans are formed to develop this school 
as rapidly as the funds will admit. 



ALBION COLLEGE, 147 

MIXED CHARACTER. 

As Albion Colleg:e was fouudetl as a seiuiDary, it was natural tbat 
with the grant of college powers the academy should be retained as a 
preparatory school; hence the 4 years' courses of study in the college 
of liberal arts rest upon preparatory^ courses, all of which are under the 
same general supervision. 

These preparatory courses for some time included 3 years of work. 
In 1883 they were extended so as to cover 4 years. 

The institution from the first admitted students without distinction 
of sex, and has conferred its honors alike on both since it gained gen- 
eral college powers. The prevailing judgment of those in authority 
favors the coeducation of the sexes, as giving better preparation for the 
social life of coining years, while it does not lessen the inspiration for 
studj^, and in many cases increases it. 

FINANCIAL HISTORY. 

An effort was made in 1830 to provide for current expenses by issuing 
scholarships of $ 100, each guaranteeing free tuitio!i, as heretofore stated, 
for 4 years. Many of these were used up in meeting the expense attend- 
ing the erection of the first building. Then the conditions made the 
sale limited, and the resources were found to be quite inadequate to 
meet the needs of the institution. 

In 1849 another scholarshii) plan was adopted, making the tenure of 
scholarships perpetual, and putting the same on the market at $100. 
Considerable money was raised, but as Michigan University made no 
charge for instruction and a growing tendency towards free schools ex- 
isted, the scheme in a few years was wiiolly abandoned. 

In 1805 a plan was made by which the people of Albion and vicinity 
were to raise $J5,000, and the Methodist public in the balance of the 
State $75,000, thus providing $100,000 in all. The greater part of this 
sum was realized. 

In 1870 at a Methodist State convention, held at Albion, David Pres- 
ton, of Detroit, submitted the proposition that if 50 persons would give 
in the aggregate $50,000 witliin 2 years, he would within the space of 
lyear thereafter raise $00,000 more from the people. This otter was 
joyfully accepted, and the whole amount of $110,000 was subscribed 
before September L5, 1873. The entire sum was paid in with the ex- 
ception of a subscription of $10,000 of the first $50,000, the subscriber 
meeting with pecuniary embarrassment, which rendered the fulfillment 
of his pledge at the time impossible. This subscription has never been 
canceled. 

In 1883 another mo\'ement to increase the endowment was made, and 
about $30,000 of productive funds was secured, and $100,000 in lauds 
and other property, which, for the time being, are unproductive, 

Kev. John Morrison Keid, d. d., of New York City, in 1887 gave to 



148 HIGHER EDUCATION IN MICHIGAN. 

the college lauils ill Chicago and on the shore of Lake Michigan, just 
north of the city, valued at $30,000, to endow the chair of Greek. This 
is as yet unproductive, but its value will in a few years, it is believed, 
be greatly enhanced. 

The alumni of the college a short time ago entered upon the work of 
endowing a professorship, and subscriptions amounting to $8,000 have 
been made. It is expected that this movement will speedily be pushed 
to a completion. 

In September, 1889, Hon. Henry M. Loud, of Oscoda, Michigan, made 
a gift of $30,000 to endow the chair of history. The interest on this is 
immediately available. As the result of all of this the institution has 
at the i)resent time about $230,000 of productive endowment, and 
$150,000 of unproductive endowment, aside from some bequests amount- 
ing to a considerable sum not yet available. 

Only the interest from the endowment fund of the college can be used 
or controlled by the board of trustees. The principal is held by an en- 
dowment fund committee possessing corporate powers, and created by 
act of the legislature in 1805. The income from the fund held as 
principal is paid over to the trustees once in three months, to provide 
for current expenses. 

GOVERNMENT OF TUE INSTITUTION. 

The general government of the institution was at first vested in a 
board of trustees of twelve persons, appointed by the Michigan An- 
nual Conference of the Church. In 1856 the Michigan Conference was 
divided, the same becoming the Michigan Conference and the Detroit 
Conference, and the charter was so changed as to empower each of these 
conferences to appoint six trustees. The charter was still further 
amended in 1882 so as to authorize the society of alumni to elect three 
of its number members of the board of trustees, thus enlarging the 
board to fifteen. But the president of the college is ex officio a trustee, 
so that the board is (constituted of sixteen persons. 

In order to secure thorough inspection of the work done, the State ap- 
points annually a board of visitors and examiners, which board makes 
a report to the Superintendent of Public Instruction. The Detroit and 
Michigan Conferences and the Society of Alumni appoint similar boards. 

In the interim of the meeting of tliti board of trustees a certain meas- 
ure of power is vested in an executive committee consisting of the offi- 
cers of the board, who are also constituted an auditing committee. 

The immediate educational government of the college is in the hands 
of the president and faculty. 

COLLEGE APPLIANCES. 

The gathering of appliances and material for work and illustration 
has been accomplished principally within the last ten years. 



ALBION COLLEGE. 149 

Library. — The library contains 7,150 bound volumes and a little more 
than 2,000 unbound volumes and pamphlets. The policy pursued in 
selecting books has been to procure, first, such books as relate directly 
to the studies pursued in the several departments, purchasing books of 
a more general character only when the former want was j)retty well 
supplied. Hence many of the volumes are expensive, as an extensive 
range of reference books has been procured. In some of the depart- 
ments, especially that of philosophy, the collection is very complete. 

The nucleus of a literary museum has been formed by placing in the 
library a glass case for books especially notable on account of age, rare- 
ness, ownership, etc. 

Maps and charts. — Of apparatus for illustrating the work in language, 
literature, and history the institution has probably as large a collection 
as any school in the United States. Both the Latin and Greek depart- 
ments are provided with full sets of classical maps. The Greek depart- 
ment has large materials for the illustration of Greek archieology, and 
also a complete set of charts for exhibiting in detail the topography 
of ancient Athens. The head of this department is working out, on an 
original plan a series of language charts, which, when completed, will 
present to the eye a full outline of the leading facts of Greek grammar. 

The historj" department, where the "layer map" plan, devised by 
Prof. F. M. Taylor, who is at the head of the dei)artment of his- 
tory, has been introduced, has at its command about 180 maps, repre- 
senting successive stages in territorial history. If every change which 
can be represented singly be counted, the total number of possible 
maps would aggregate about 800. In addition to the series formerly 
prepared, showing the development and break-up of the Roman Empire, 
the formation of the new nations up to 1843 A.D., the break-up of the 
Ottoman Empire from 1699 to 1885, the development of Prussia to 
186G, the growth and dissolution of the Napoleonic empire, and the 
unification of Italy, there has just been i)repared a set of "layer 
maps "for the United States, showing every territorial change in its 
history from 1763 to 1876 — changes the number of which falls but little 
short of 100. As new maps are being constantly added, the college 
hopes to be able in a few years to exhibit every important territorial 
transfer appearing in the course of history. The advantages of the 
layer map over others are important. It is superior to the series of 
maps, because, (1) it changes with history; (2) a more definite concept 
of the changed territory is obtained when it can be taken off and han- 
dled as a piece of cloth ; (3) the student can be set to work out the 
changes for himself, to build up or take to pieces the map ; and (4) it is 
less expensive, involving but one or two full-sized maps. It is superior 
to the blackboard scheme, because, (1) it is clearer; (2) it is more ac- 
curate; (3) it is easier to reproduce, and so not too diificult for the 
student and the overworked teacher ; and (4) it preserves both the 
original condition of things and the changed order, each of which can 



150 HIGHER EDUCATION IN MICHIGAN. 

be reproduced iu turn, and tlius the exact nature and extent of the 
change can be clearly and definitely seen. 

Laboratories. — These occupy the two stories of what is called the cen- 
tral building-, with a ground floor of 50 by 50 feet, the same being divided 
up into a general lecture room, working laboratories, and rooms for 
apparatus and chemicals. 

The chemical laboratory contains tables for 35 students, fully fur- 
nished with reagents and all api)aratus required for the thorough demon- 
stration of the facts and principles of the sciences. 

The biological laboratory containstables for 40 students, 13 compound 
microscopes, several hundred mounted objects, and all necessary appli- 
ances for preparing and mounting specimens in all departments of bio- 
logical research. Tiie institution has secured an ordinary supply of 
apparatus to meet the wants of the general physical laboratory in the 
study of electricity, galvanism, mechanics, hydrostatics, acoustics, etc. 

In connection with these laboratories, and easy of access by the 
students, is a chemical and a biological working library of about 500 
volumes. 

Astronomical observatory. — The observatory stands on the campus, on 
high ground, aifording an uninterrupted view in all directions. The 
building is of brick, two stories high, with a round tower which rises 
to three stories, and is surmounted by a dome. On the lower floor is the 
lecture room of the department of astronomy and api)lied mathematics, 
and the pier rooms, through which pass the brick supports for the fixed 
instruments. These are also utilized for containing the apparatus em- 
ployed in the study of physics. On the second floor are the transit 
room, containing the transit circle, clock and chronograph, a computing 
room, a room for i)ortable instruments, used also as a workshop for the 
nmnufacture of such ai>par.\tus as can be here constructed" for the illus- 
tration of i)hysical problems, and a room containing the astronomical 
and meteorological library. Here are also kept the meteorological 
iiistrnuients, observations of which are taken three tinu\s a day, and 
forwarded to the officers of the State board of health and the United 
States Signal Service. In the round tower is placed the equatorial. 

The instruments are of the best class. 

Excellent instruments are also provided for practical work in field 
surveying. 

Aluscnm.—Yery early in ihe history of the college a beginning for a 
museum of natural history was made by the gift of a valuable box of 
copper specimens by the Kevs. W. H. Brockway and J. H. Pitezel. 
Later on Dr. Alexander Winchell, then State geologist, presented the 
institution with a collection of 1,000 specimens of named and mounted 
minerals. Little use was made of these till about the year 1880. The 
year previous to this the college sent one of its faculty to Brazil for the 
purpose of makiug collections of the remarkable fauna and flqra of that 



ALBION COLLKGE. 151 

region. Tin's expedition was bighly successful, resulting in the collec- 
tion of several liuntlied specimens of birds and animals. These were 
immediately put to use in the regular work of instruction. Many addi- 
tions have since been made by other travelers in South America, Mexico, 
Africa, Japan, China, and other countries. The collections are located 
in the second and third stories of what is known as the central building 
in large well lighted rooms, 50 by 50 feet, and comprising two stories. 

All departments of natural history are represented. In zoology there 
are 1,500 type specimens; in botany 700 mounted and named speci- 
mens, about half of these being from the flora of Michigan and the 
remainder from South America, Mexico, and Japan; in mineralogy and 
paleontology, 3,000 specimens; in ethnology and archaeology, 200; in 
numismatics, 200 or 300 coins, medals, etc. 

In all this special efforts are constantly being made to completely 
represent the fauna and tlora of our State. 

The collections will thus be seen to be not large, and yet perhaps as 
large as can well be used for the main purpose for which a museum 
should exist, viz, as a valuable and necessary adjunct to the work of 
instruction and the researches of the students. This service th ) museum 
of Albion College performs. Its specimens are daily broug.it to the 
laboratory and class room for dissection and observation, and the 
student is thereby able to study the fauna and flora of the distant por- 
tions of the earth. 

Besides- the mounted specimens displayed in the cases, the college 
keeps constantly on hand many hundred specimens of type forms 
preserved in alcohol, in order that when a given subject is reached 
every member of the class may be supplied with a stud}'^ specimen. In 
this way the work of acquiring knowledge of a subject, such as botany, 
zoology, or mineralogy, does not consist in the mere acceptance on faith 
of the statements of the author, but it is the privilege of the student to 
challenge those statements by a practical appeal to the natural object. 

Quite recently large collections of objects, representing the condition 
of pagan lands in matters of religion, have been received as donations 
of special interest in the line of missions. 

Conservatory of Mnsic. — The institution has a full equipment for in- 
struction in music. 

The conservatory has a valuable musical library which is being 
enlarged as desirable publications make their appearance. It is also 
in receipt of the best musical papers and journals. 

School of Paintbig. — This school occupies a suite of rooms in the north 
college building, both as working rooms and for an art gallery. The 
gallery contains a large number of studies covering a great variety of 
subjects. Of these some are fine imported studies— copies from cele- 
brated i)ai liters — which represent the various schools of art. A com- 
plete set of models for drawing, consisting of cubes, cones, etc., are 
provided for use; also models of different parts of the human figure. 



152 HIGHER EDUCATION IN MICHIGAN. 

The art rooDi is supplied with a somewhat extensive collection of heads 
and busts of distinguished men of the past. 

Provision has lately been made for the study of decorative art. 

RADICAL REORGANIZATION OF ORDER AND METHODS OF WORK. 

Early in the year 1882 the faculty took up, as a special subject for 
consideration, the character and order of work in the college. The 
institution had up to that 'period pursued the time-honored method of 
the older colleges in this country and England. The study of the lan- 
guages began with the Latin and Greek, the modern languages coming 
later. In history the student commenced with the most ancient times 
and worked gradually up to the present. The study of the development 
of the sciences preceded the enunciation of the true theory of the sci- 
ences as finally determined. It was the starting with that which had 
been initial historically in the development of civilization, in the order 
of work, carrying, somewhat darkly, the mind of the pupil along the 
same track which the race has pursued in coming up to the present 
status of scholarship. 

It did not utilize the knowledge which to-day is the product of the 
past in order to study the past, but it ])lunged the pupil at once into 
the far-oft ages of antiquity that he might work his way home again. 

Many learned men, especially on the other side of tlie ocean, had 
come to the conclusion that this method was unphilosophical, but none 
of our colleges had ventured to break with the customs which were 
gray with age. 

Particularly was it true that a good many philologists had reached 
the conclusion that there were reasons for the study of modern lan- 
guages aside from their nlations to ancient tongues ; that of themselves 
these languages possessed merit, and should be pursued because of 
their intrinsic worth. 

The reasons for a radical change in methods seemed to be so weighty 
that AlI)ion College in 18S'J resolved to try the experiment, and at that 
time inaugurated "The New Movement, " as it has been commonly 
called. As the institution had a preparatory school to fit students for 
the College of Liberal Arts, the principle it was thought desirable to 
ado])t could easily" be employed. The changes made were substantially 
the following: 

The study of the modern was put prior to the study of the ancient 
languages. This order was ado[)ted for the following, among other 
reasons: (1) No system of college work is carried forward to the best 
advantage which does not bring to the student, to a large extent, re- 
sources of learning found in several of the European languages of to- 
day. During the first years of his college course, not less than the last 
years, the student needs to be able to read readily the French and 
German languages; (2) in many respects the modern spoken languages 
can be more easily learned that the ancient unspoken languages. In 



ALBION COLLKGE. 153 

its structure tiie English more nearly resembles the other modern lan- 
guages than it does the ancient languages. Instead of making the 
violent leap from English to Latin some of the living European lan- 
guages are first studied, by means of which the student fits himself, 
to a considerable extent, to grapple with the difficulties he must en- 
counter. 

The Latin and the Greek are prei?miuently inflectional. In pursuing 
these branches the student must for a long time occupy himself with 
that which to him seems almost wholly arbitrary. The lack of interest 
in his work, which is quite sure lo appear, dulls his powers of percep- 
tion. The result is, his progress is less rapid than it ought to be, and 
the prosi)€ct of his becoming a profound scholar is greatly impaired. 
Such a state of intellectual life, produced just as young people enter 
upon a pre[)aration for college in many cases, causes them to abandon 
the plans formed to reach a high plane of scholarship long before any 
large acquisitions hav3 been made. 

By taking up a modern language first the student finds himself quite 
at home. His previous study of English lias prepared him to master 
this new tongue. He is also living in the world of today. He is in- 
spired by the fact that this is a spoken language; that it puts him in 
cominuidcation with his neighbors. He iiears the heart beats of the 
present day, and is thus aroused by the discussion of themes of living 
interest. And having gained the mastery of one or two livinglanguages 
he findshimself half way back, in the scholarship acquired, to the Latin 
and Greek. 

Latin and Greek are more easily learne 1 after the student has gained 
a comparatively good knowledge of French and German. And before 
commencing the study of such languages as the Latin and Greek, it is 
held that a person needs to be accustomed to the study of languages 
where there are fewer difficulties to overcome. 

In this reconstruction of the courses of study the pupil takes up mod- 
ern history before the ancient. The plan is for him to survey, first, the 
condition of the world historically as it is to day. Having determined 
the status, the character, the civilizations of the nations of the earth at 
the present time — knowing what the past has produced — the student is 
set at work to find the causes of these historical results. He is now 
able intelligently to work toward a perceived end. The problem is a 
definite one. 

The reasoning which brought the fiiculty to establish this order in that 
portion of the curriculum given to history led to the adoption of the 
same order in scientific studies. 

In the reorganization of the curriculum another principle was con- 
sulted and emphasized, that the reasons of things could not be deter- 
mined until a knowledge of the things themselves had been gained. In 
other words, knowledge is at first largely empirical. Intellectual oper- 
ations in early life are predominantly perceptional, gradually becoming 



154 HIGHER EDUCATION IN MICHIGAN. 

more and more reflective. In the broadening and deepening of scholar- 
ship there is increasingly the employment of the nnderstanding and the 
reason. In early life the pupil must, to gain the largest results, employ 
l)rincipally the faculty of perception, his line of work should call this 
energy of the intellect specially into use. But still further, in the na- 
ture of the case, chronologically the empirical must precede the rational. 
It is the what and then the ichy. We must know the what before we 
can explain it. It is wholly irrational in the process of gaining knowl- 
edge to begin with abstractions. Abstractions are meaningless only as 
they are preceded by the concrete object. There can be no such thing 
as the discovery of the laws of nature without a previous familiarity 
with nature. rrincii)les are determined by the study and comparison 
of objects which illustrate the principles. In looking for the philoso- 
phy of things the problem to be solved must be perceived before the 
solution can be given. And the student will have a better understand- 
ing of the principle if familiar with the conditions and modeof determi- 
nations. Therefore, it is held that in the order of work the pupil in col- 
lege should traverse more or less fully the ground traveled over by the 
discoverer. The methods should be inductive rather than deductive. 
Thus the j)upil will proceed from the simple to the complex, from the near 
to the remote, from the concrete to the abstract. His life is not that of a 
l)ui)il so much as that of a student. He reaches out for truth, aided, as 
may be found Jiecessary, by the professor. He is more than a learner; 
he is an investigator. In this way he becomes a real, independent 
thinker, taking as little on authority as the nature of the study will admit. 
In this new movement an effort has been made to utilize, more generally 
than was usual, the philosphical principle here enunciated. The method 
employed in the teaching of science has been made distinctly inductive. 

Tlie claims urged by those who were the most ardent suiiporters of 
the new movement are (I) that this method is natural, the old method 
unnatural ; (2) that better scholarship will be gained ; (3) that U more 
living interest will be felt in college work ; (4) that the scholarship 
acquired will be in fullest harmony with the progressive civilization 
of the present day. 

It is now seven years since the college entered on this experiment. 
The time is too brief to demonstrate its entire success. Professors also 
must become used to a new order, and it requires time to secure prepa- 
ration to follow it to the best advantage. Also, in view of the relations 
of the college to high schools and preparatory schools in which this 
method is not pursued, a great many difticulties have been in the way 
of a fair trial. This, however, is true: The attendance has increased 
yearly since the order was adopted much more rapidly than before, 
the si)irit of scholarship has become much more marked; and the 
college has gained in standing and influence among the peoifle; but it 
is ditticult to say to what extent other factors may have entered into the 
problem. 



ALBION COLLEGE. 155 

OTHER CHANGES. 

It is proper here to state that since the foregoing* movement was in- 
augurated two other important changes have been made : First, a wide 
range of electives has been provided. These electives cover both the 
junior and senior years, except three studies. Some studies in the sopho- 
more year Iiave also been made elective. This liberal movement has not 
broken down tlie distinctions in lines of work pursued for the degrees. 
The degrees A. B., B. Ph., B. S., and B. L. are given in courses which 
are distinguished by marked and characteristic differences. 

The other important feature referred to is the introduction of a 
scheme of research work, carried forward in the several departments, as 
the students may choose. This has proven to be of great value to those 
who have entered upon it. It has been confined to the junior and 
senior years. 

ATTENDANCE. ''' 

The attendance has considerably more than doubled in eight years. 
In L880-'8l it was 217, in I888-'89 it was 460.' The opening'of the year 
1880-'1)0 gives ])romise of an enrollment of 40 or 50 more than during 
the preceding year.^ In tlie college of liberal arts there are 115, of 
whom 45 are in the freshman class. By these figures it appears that 
in the college proper the attendance has doubled in five years. 

PRESIDENTS. 

The institution, as seminary, female college, and college of liberal arts, 
has had eight principals and presidents, as follows : Rev. Charles F. 
Stockwell, A. M. ; Kev. Clark T. Hinman, I). D. ; Hon. Ira Mayhew, 
LL. D. ; liev. Thomas II. Sinex, D. D,, duriiig whose incumbency the 
school became a college of liberal arts; liev, (ieorge B. Jocelyu, D. D.; 
Rev. J. L. G. McKeown, D. D.; Rev. William B. Silber, Ph. D.; Rev. 
L. R. Fiske, D. D., LL. I). 

ENDOWED DEPARTMENTS. 

The chairs designated as endow^ed have been named in honor of bene- 
factors of the institution who have generously contributed of their means 
to broaden its endowments. In some instances the amounts given are 
considerably larger than the sums usually ])rovided as the foundation 
of professorships. In three cases however, these endowments have not 
been converted into money, and therefore are as yet unproductive. 



' This inchiiles 102 in college departmeut, 185 in preparatory scbools, 108 in con- 
servatory of music, 9 in school of painting, 34 in commercial department, 22 in de- 
partment of oratory. — A. C. M. 

2 The Year Book of 1890-'i)l shows 529 students, distributed as follows: Collegiate 
department, 142 ; preparatory department. 167 ; school of oratory, 53 ; conservatory 
of music, 204; school of painting, .53; commercial department, 72; 19 unclassified 
students of orchestra music. The above analysis includes 181 counted twice. 



156 HIGHER EDUCATION IN MICHIGAN. 

RELIGIOUS CHARACTER OF THE SCHOOL. 

Altlioiigli under the auspices of a church this is not a theological 
school. Tliere are a few elective Biblical studies, but the institution 
was established i n the interest of general educatiou. There are no theo- 
logical tests and no religious exactions, beyond regular attendance at 
chapel exercises during school days and attendance on church ou the 
Sabbath, giving the students their choice of place of "worshij). The 
college was not founded in antagonism to State schools, but to do a 
work for the church which, in tlie judgment of its originators, the State 
could not do, that is, to give the church more efficiency than it would 
otherwise possess, and also to meet an obligation to aid in the general 
culture of the public. 

The census has shown that usually more than two-thirds of the stu- 
dents are church members, the most of these belonging to the Methodist 
church, but nearly all religious bodies have representatives here. 

The atmosphere, as might be supposed, is decidedly religious, and 
many young people enter ou a Christian life while connected with the 
college. 

There are at present 24 members of the faculty, and the subjects 
taught embrace phik)sophy, Greek, Latin, biology, chemistry, history, 
belles-lettres, music, French, Crermau, English language and literature, 
astronomy, mathematics, oratory, musical history, drawing, penman- 
ship and shorthand, oratory, bookkeeping. 



ADRIAN COLLEGE. 



Sketch furnished December, 1889, by G. B. McElisoy, D. D., Ph.D. 



Adrian College was organized March 22, 1859, in accordance with the 
provisions of an act passed by the legislature of the State of Michigan 
entitled ''An act to ])rovide for the incorporation of institutions of 
learning." 

This institution comprises several distinct schools, each having its 
own faculty of instructors and distinct course of study, leading to ap- 
propriate degrees. These several schools, while individual in their 
functions, are under the common management of the trustees of Adrian 
College. Students in any one of these schools may, under certain con- 
ditions, enjoy the advantages of the other schools. 

At present six schools are included under the government of Adrian 
College : The college of literature and arts, the school of music, the 
school of theology, the normal school, the jireparatory school, the 
school of commerce. A full description of each of these schools, 
with course of study, conditions for entrance, etc., may be found in the 
college catalogues, under appropriate headings. 

The associated schools of the college are under the control of a board 
of 30 trustees, 24 of whom are elected by the general conference of the 
Methodist Protestant Church and 6 by the Alumni Association of the 
college. 

The assets of the institution, including endowment, grounds, build- 
ings, furniture, apparatus, musical instruments, outlying lands, etc., 
amount to more than $300,000. 

The i)rincipal donors to the endowment fund are Joseph J. Amos, of 
Kushville, Ind. ; William M. Hamilton, of Wenona, 111., and Calvin 
Tomkins, of Tomkins Cove, N. Y. The first has endowed the chair 
of systematic theology in the sum of $20,000, the second has given 
$11,230 toward the endowment of another chair, and the third has con- 
tributed $10,000 to the general fund. These sums, as well as a portion 
of the endowment fund obtained by general subscription, are now in- 
vested in real-estate securities and yielding income. 

The institution is slowly but steadily growing in the number of stu- 
dents and in its denominational influence. 

157 



158 HIGHER EDUCATION IN MICHIGAN. 

Its appliances for toacliiug are very full and good, and its faculty, 
consisting- for tlie most part of young men, are earnest and enthusi- 
astic. The library contains about 4,000 volumes and the reading-room 
is well supplied with papers and magazines. 

[Added by Prof. A. C. McLaughlin.] 

In 1890-'91 there were some 75 students in the college of literature. 
Joseph F. McCuUocli, M. A., is at present i)resideut of the college. 
The library now contains some 6,000 volumes. It has been greatly en- 
riched recently by addition of works in philosophy. Several thousand 
dollars liave beeu added to the endowment fund in 1S90-'91. An ex- 
amination of the college course and the requirements for admission 
shows a curriculum much the same as that of the University of IMichi- 
gan. The requirements for admission to the A. 1j. course are almost 
identical. 

THE MUSEUM. 

The collection illustrative of Zoology, Geology, Mineralogy, Archaeo- 
logy, and nearly all departments of Natural History, is a very large 
one, numbering many thousand specimens. Besides numerous i)nr- 
chases, it includes valuable donations from Dr. John Kost, Kev. I. Dun- 
ham, of Massachusetts, Maj. J. H. Cole, of Adrian, and Kev. I. C. 
Billman. 

I. The zoological collection is quite large, comprising animals and 
birds from all ]»arts of the world. A large number of these si)eci- 
mens was included in the cabinet purchased from Dr. John Kost. 
Among several thousand specinu?ns may be mentioned an African lion, 
an elk from the liocky Mountains, a gorilla from Aftica, an eland, a 
zebra, a crocodile from the Nile, a polar bear, a black bear, an African 
antelope, a cassowary, etc. Kev. Mr. I^illman has donated a collection 
of birds, including nearly all that visit Michigan and Ohio. Fourteen 
large cases of birds and smaller animals, grouped according to the- 
localities they inhabit, are to be found in the gallery. Among these 
the arctic; and tro[)ical cases are especially attractive. 

II. The mineralogical collection includes a very complete list of 
ores and minerals. A great variety of co[)per, iron, silver, gold, zinc;, 
and other ores, may be found in the museum. A valuable collection of 
precious stones, and specimens of a great variety of minerals, from 
different parts of the world, are in the possessio of the college. A 
large section from one of the basaltic cohunns of Giant's Causeway, in 
Ireland, and a very great variety of silicilied wood and other petrifac- 
tions, are interesting specimens for the student. 

III. The geological collection comprehends specimens from nearly 
all the nu)re important formations. A large collection of fossils from 
the Lower Silurian, Devonian, Carboniferous, Jurassic, Cretaceous, 
and Tertiary formations are arranged in cases in the order of their de- 



ADRIAN COLLEGE. 159 

posit. Several valuable casts of extiuct animals are in the possession 
of the college ; among these, a large Icthyosaur, purchased from Pro- 
fessor Ward, New York, and a cast of a Plesiosaur, about 20 feet in 
length, made by Dr. Kost. The skeleton of a large mastodon found 
in Lenawee County, Mich., has been mounted and is nearly complete. 
A very comprehensive collection of corals and sponges has been re- 
cently donated to the college by Dr. John Kost. These specimens have 
been handsomely mounted by him, and placed in the new cases pro- 
vided for the purpose. This addition giv'es an unusual completeness to 
the collection in this direction. 

IV. The archaeological department includes various articles used 
by the North American Indians and mound-builders, among which are 
pottery, hatchets, Hint arrowheac^s, etc., with domestic utensils and 
articles of war, clothing, etc., from other parts of the world. 

V-. Miscellaneous collections include a collection of skulls for the 
study of comparative anatomy; a collection of fishes; a collection of 
marine and fresh- water shells; a collection of models illustrating the 
various parts of the eye, ear, heart, lungs, etc.; a human skeleton; a 
manikin ; charts, etc. 



HOPE COLLEGE, HOLLAND, MICHIGAN. 



By Charles Scott, D.D., President of Hope College. 



Traders from the Netherlands began to locate their posts upon the 
Hndson in 1G14 and were followed soon after by farmers and other per- 
manent settlers. Thus, from Manhattan as a center a colony of increas- 
ing promise fixed the name of the " New Netherlands" upon the fair re- 
gion between the Connecticut ami the Delaware. After 50 years this 
Holland plantation came under the sway of lingland, but the old Dutch 
settlements spread with the usual thrift of that nation, until, in 1789, 
their 20,000 families, mainly in New York and New Jersey, added a 
most valued quota to the population of the American Union. 

These immigrants were the best educated that came from Europe to 
the colonies. True, they did not begin a college like Harvard, for their 
ministers were called from the grand universities of the Netherlands, 
but they failed not to plant the church and the school in every suitable 
locality where the Dutch language had predominated. The oldest 
school in the United States is probably that of the Collegiate Church 
in New York, and in the same city a '" Latin school " was long fostered 
with the object of making it a provincial college or university, after the 
model of Leyden. Lieutenant-Governor De Lancey in 1753 chartered 
said college {now Columbia), as " Episcopal," and thus forced the Ke- 
formed or Holland congregations, or a part of them (for they were divided 
on the subject), to establish institutions of their own. As a result 
Queens (now Kutgers) was chartered by the governor of New Jersey 
in 17()G, and again in 1770, followed by a theological seminary in 1784, 
and thus the oldest in the United States. 

After the lapse of 183 years began another era of Dutch colonization 
in America. In 1847-48 many from the Netherlands settled in western 
Michigan and in parts of New York, Wisconsin, and Iowa, and their 
settlements have greatly multiplied and become a pojjulation of o\er 
75,000 souls. It is said that the city of Grand Kapids numbers 20,000 
of Holland birth or origin. 

And have these people lost the religious and educational spirit of the 
older knickerbockers! By no means. Erecting the same banners they 
seek in the 'same way the welfare of the republic. As early as 1850 

160 



HOPE COLLEGE. 161 

the Michigan colony desired a classical academy — a " seiuinarie" fur 
the training of their ministers. Dr. A. 0. Van Eaalte, their leader, 
donated, in the village of Holland, a fine tract of five acres as a campus 
for the purpose, and deeded it to the general synod of the Reformed 
Church in America. In 1851 the school was opened and in 1855 was 
placed under the care of Rev. John Van Vleck, A. M., an appointee of 
the board of education, R. C. A., and an excellent scholar. He gave 
it the name of " Holland Academy," and in 1857 moved to what is now 
Van Vleck Hall. This was a new edifice of brick, 40 by 50 feet on the 
ground ; three stories high above a finished basement of stone, finely 
situated upon a hill of the five-acre campus and costing over $13,000. 
The state of his health caused Mr. Van Vleck to resign in 1859, and he 
was succeeded by Rev. Philip Phelps, jr., who carried on the academy 
most eflQciently until 1865-'66, when the catalogue sTiowed 3 teachers 
and 48 students in the academy. Meantime the campus had been 
enlarged to 10 acres, much beautified with a good two-story dwelling, 
and a gymnasium added to the buildings. Up to this date no endow- 
ment funds had been raised, nor did any incumbrances rest upon the 
school. 

In 1863, the idea of a college first began to assume form. The 
general synod appointed a "board of superintendents" and suggested 
an endowment of $30,000. The next year a "plan" was referred to 
and adopted by the synod with a proposed endowment of $85,000, 
The work of raising funds went on through 18G5, mainly by the agency 
of Dr. Phelps, resulting in cash, notes, and promises to the amount, 
less expenses, of $48,340.93. Of this sum $30,000 were donated to the 
superintendents of the academy for the purpose of securing a college 
incorporation, while $18,340.93 continued to be held intrust by the synod. 
"Articles of association" were duly filed in May, 1866, and thereafter 
the "Council of Hope College" had its record among the corporations 
of Michigan. The council held its first meeting in July, 1866, ap- 
pointed and inaugurated Rev. P. Phelps, jr., D. D., as president of the 
college, and added a faculty of four professors and one tutor. A 
commencement was held July 17, when the first class of eight young 
men received the degree of A. B., and Holland Academy, as such, came 
to an honorable end. The following steps were taken : 

(1) The council was composed of nineteen members, viz: The presi- 
dent of the college, the secretary of the board of education, R. C. A., one 
permanent member (Dr. A. C. Van Raalte), and four members each from 
the four classes of presbyteries of the particular synod of Chicago. 
The regular meetings were to be biennial, in April and June. 

(2) Holland Academy became the primary department of the college. 
A theological department was also to be added as soon as the general 
synod should authorize the same and provide for its instruction. 

(3) The course of study as adopted was distinctly classical, but gen- 
eral and complete. In the opinion of many it became most truly the 
expression of a liberal education, and has so continued, 

713— No. 4 11 



162 HIGHER EDUCATION IN MICHIGAN. 

(4) Besides the $30,000 already meutioued, the free use of the grounds 
and buildings of the synod at Holland, valued at $25,000, was vested 
in the council. 

The history of the institution since 1866 may be sketched briefl}' under 
the following heads : 

THE SEMINARY. 

Theological instruction began with the opening of the college in Sep- 
tember, 1806. A professor of systematic theology was elected by the 
general synod in 1867, and provision made for four "lectors" from the 
college. This arrangement continued until 1877, when the department 
was suspended. The suspension being removed in 1884, the seminary 
has since been conducted with a professor and a lector or with two pro- 
fessors, and und^ a distinct board of superintendents. A theological 
professorship was endowed 1875-1884. 

ORGANIZATION. 

In 1869 the Department of Theology was regularly organized and 
committed to the council. In 1871 a constitution was adopted and 
printed in full somewhat changing the corporation. Each department 
had its own faculty and dean, while the i)resident of the college exer- 
cised a general oversight. In 1869, another constitution was adoi)ted, 
changing the structure of the council and making the president head of 
all the faculties and leaving his election to the general synod. Women 
have been admitted since 1878, and in 1887 a normal department was 
opened. 

FACULTY AND STUDENTS. 

Dr. Phelpsresigned the presidency in 1878, and was succeeded by Eev. 
G. H. Mandeville, d. d. of New York, for 2 years the administration be- 
ing in the hands of Prof. Chas. Scott as vice-president. Kev. Charles 
Scott, D. D., has held the office since 1880. The catalogue of 1888-'cS9 
gives 2 professors in the seminary, 8 professors in the college, 1 tutor 
in the grammar school, 1 lady assistant and matron. All the depart 
ments of study are in charge of experienced instructors, but there is 
not space for their names and chairs. Two of them have been in the 
institution since its incorporation in 1866. 

In 1866-'67 the number of students was : theological, 7 ; collegiate, 19; 
preparatory, 38 ; total, 64. In 1888-'89 the number became— theologi- 
cal, 8; collegiate, 39; preparatory, 100; normal, 93; total, 240. The 
current year, 1889, brings 47 into the college classes.' 

In all, 37 have graduated from the seminary, 134 from the college, 89 
of whom have studied for the ministry, and 351 from the grammar 
school. In active life the alumni of Ilope honor their citizenship and 
retlect credit on their alma mater. 

'In the year 1S90-'91 ilto. c(>lle<;e catalogue shows 44 Htudents iu tho collegiate de- 
partment, and 205 in the grammar school department, the latter including 105 sum- 
mer normal students. 



HOPE COLLEGE. 163 

PERMANENT FUNDS. 

1. Held by the general syuod in trust : 

Original amount $18,346.93 

Since added 52, 204. 82 

Total 70,551.75 

2. Received by the council : 

Original donation for endowment 30, 000. 00 

Donations and legacies added 32, 030. 33 

Donations and legacies for aiding students for the ministry 8, .325. 00 

For property purposes 74, 424. 00 

Total 144,779.33 

3.' The "Ebenezer fund," held by a ''board of benevolence," $36,573, only part of 
which is invested. 

The property has depreciated, and some endowment "notes" have 
been lost. 

As yet the college has never been self-supporting, but has yearly 
depended on contingent donations, which have been very liberally be- 
stowed. No bnrdensome debts rest on the council, and financial agents 
are now soliciting an addition of $80,000 to the endowment. 

GROUNDS AND BUILDINGS. 

The campus has been enlarged to 18 acres, and five new buildings 
have been erected, among them the president's house. The gymnasium 
has been turned into a neat and commodious chapel. The council is 
striving to secure a recitation hall and a library. The number of bound 
volumes on hand has reached 7,000. 

Hope College being the only incorporated college on the east shore 
of Lake Michigan will, if properly encouraged and developed, become 
an incalculable blessing to this growing section of the Peninsular State. 



ALMA COLLEGE, ALMA, MICHIGAN. 



Prepared in December, 1889, by Rev. Geokgk T. Hunting, D. D,, rresidtnt of 

Alma College. 



This iiistitatiou is the outgrowth ofa feeling among- the Presbyterians 
of Michigan that they nuist have an institution of learning distinctively 
their own and equal to the best. 

While it was founded by and is under the care of the Synod of Mich- 
igan, it is not with any narrow meaning a sectarian school, but in the 
broadest sense consistent with high moral and religious culture, a 
Christian college. A paragraph or two from its first records will suf- 
ficiently explain how the college came to be. At a meeting of the 
Synod of Michigan held in Grand Kapids, Otober 14, 1886, the follow- 
ing resolution was adopted : 

liesolvcdr That in view of all the facts brought before uh, we will with God's help 
establish and endow a college within our bounds. 

A. board of fifteen trustees was at this time elected, to whom the 
power was given to till vacancies until the meeting of Synod, and of 
adding to its number not to exceed five persons. The number of 
trustees is now twenty. Two notable gifts decided the matter of estab- 
lishing' a college aud fixing its location ; the first of $50,000 from Alex- 
ander Folsom, esq., of Bay City, and the second of land and buildings 
valued at $40,000, situated near the village of Alma, Gratiot County, 
Mich., the gift of Mr. A. W. Wright, and the peoj»le of Alma. 

The doors of the college were opened for the admission of students on 
the 14th day of September, 1887. There were present at the opening 
35 students, a freshman class of 2 young ladies, and the remainder 
divided between the several classes of a 3 years' preparatory course. 
The preparatory course has since been extended to 4 years, and at the 
opening of the year, September 11, 1880, there were present 142 stu- 
dents; a Junior class of 2, a Sophomore class of 4, aud a Freshman class 
of 10. During the year 1888, funds to a considerable amount were added 
to the permanent endowment of the institution. The more important 
items are, a bequest of $30,000 by the late Alexander Folsom, and a 
])ledge of $10,000 to the library by A. W. Wright. 

The income from the entire gift of Mr. Folsom, $80,000, is devoted to 
the endowment of the chairs of the president and two professors. Three 
164 



ALMA COLLEGE. 165 

other chairs are endowed for a limited uiimber of years by the j^eii- 
erosity of J. M. Longyear, of Marquette, and Messrs. Wells, Stone, 
and Davis, of Saginaw. Liberal gifts from Hon. Thomas Merrill, Hon. 
N. B. Bradley, Hon. F. W. Wheeler, T. F. Richards, H. P. Christy, and 
others have enabled the college to meet current expenses, and the insti- 
tution is in a flourishing condition. Rev. J. Pierson, d. d., has been 
engaged to serve as librarian, and is now at his post busily engaged 
in the purchase and arrangement of books, and the promise of a good 
working library in the near future is very encouraging. The friends of 
this new educational enterprise are fully aware that a college is not the 
growth of a day, but they are hopeful, and indeed well persuaded that 
the success of Alma College, so far as man may forecast the future, is 
assured. Toward such success they labor, and for it expectant wait. 



HISTORY OF DETROIT COLLEGE. 



By Prof. B. J. Ottixg. 



To tliose who know the importance attached by Catholics to the 
union of a strictly Catholic training- with secular education, it may 
appear matter of wonder that no Catholic college for young men ex- 
isted in so old a Catholic center as Detroit until very recent years, 
when the institution which is the subject of this brief sketch was 
established. There were various reasons for this delay. Men of 
means, who for a long i)eriod formed but a small minority of the Catho- 
lic body, sent their boys to other Catholic centers of learning. Their 
brethren in the faith fully appreciated the advantages of a thorough 
education, but individually they were too poor to send their children 
abroad and collectively they were too few to support a college of 
their own. Compelled by conscientious motives to build and maintain 
their own common schools, their slender means forbade all thought of 
further outlay. But the rapid increase of their numbers and the im- 
provement of their condition gradually removed this obstacle. The 
question which now remairied to be solved was, ''Whence shall we 
secure a competent body of educators? " 

Not Detroit alone, but the whole great West as well as the older 
East, had seen Catholic communities spring up, grow, and flourish with 
a rapidity which taxed all the resources of the church to meet even 
the most pressing wants. Though the various religious orders whose 
special object is the education of the young developed with almost 
unprecedented rapidity, they found it difficult to keei) pace with the 
rai)id onward march of the church's organization throughout the land. 
Hence the serious question of Detroit's Catholic population, " Whence 
shall we secure our educators?" The late Bishop Borgess, with his 
usual energy, set to work to solve this question. In 1877 his eflbrts 
were crowned with success. In the spring of that year the Society of 
Jesus took charge of the then cathedral parish, as a preparatory step 
to the opening of a college. Preliminary measures were at once taken 
to begin classes in the following September. ISTo small enterprise this, 
without a single cent of endowment. But courage and perseverance 
bridged over the <litticulties, and (iod's blessing was upon the work. 
1G6 



DETROIT COLLEGE. 167 

As the college was to be a day school for the Catholic population of 
Detroit, it was desirable to have its position as nearly central as pos- 
sible. The parish church, recently assumed by the Jesuits, though not 
actually near the center of the city, was practically so by means of the 
street railways, which radiate thence in every direction. Here, then, 
on Jetierson avenue, was a favorable location. This avenue is one of 
the finest, if not the finest, in the city. On the south side of the 
avenue, opposite the residence of the Jesuits, a spacious mansion was 
very opportunely vacant at the time and in the market. It occupied a 
lot 100x200 feet in extent. This was purchased for $23,000. In the 
following year an additional story was needed to provide the neces- 
sary recitation rooms. This and other improvements called for a 
further outlay of $13,000. 

The begiuning had been made and like most beginnings it was a 
modest one. The first year saw 84 pupils on the roll of the prepara- 
tory department. The collegiate course proper had not yet been 
opened. A new class was added each year, until the full seven-year 
course was complete. The number of students increased constantly. 
By the end of 1889-'90 it had run up to 270. When the attendance 
had passed 200 the old (juarters began to be uncomfortably crowded 
and new accommodations became an imperative necessity. Fortune, 
or rather Providence, again favored the good work. Opposite the 
college, and hence on the same side of the avenue as thechurch and the 
residence of the Jesuit professors, but separated from them by three 
intervening mansions, a dwelling occupying a lot 53 feet wide by 200 
deep was secured for $13,750. An expenditure of some $500 for im- 
provements converted this new property into a quite respectable 
school building; and in Mjiy, 1885, the scientific collegiate department 
took possession of the new quarters. This was the first practical step 
towards the realization of a plan which had been entertained almost 
since the very opening of the college an<l which matured as the neces- 
sity of greater class facilities became manifest and the inconvenience 
and discomfort of being separated from the college by an intervening 
and much frequented street forced itself more and more on the trustees 
and professors. 

Between this property and the Jesuit residence there were still 150 
feet fronting on the avenue. Three private dwellings occupied this 
ground. Happily the owners took no unfair adv;intage of the pressing- 
needs of the college, but offered their property at a fair market price. 
In October, 1880, the first, and in February, 1887, the second of these 
was ljurchased for $15,000 and $18,000 respectively. 

The outlook was constantly brightening, but the end appeared still 
far off. Already a heavy debt weighed on the college. There was no 
fixed income save what was derived from the tuition of the students. 
These were required to pay $40 per year, when able. Small as was the 
sumj it was too large for many. Under such circumstances it would 



168 HIGHER KDUCATION IN MICHIGAN. 

have been rniuous to increase the fiuaDcial obligations of the college. 
To au appeal fioin the president, Rev. J. \\ Frieden, six friends at 
once responded with a subscription of $5,000 each. This was in Jan- 
nary, 1889. Promises of pecuniary help from other quarters soon 
raised the subscriptions to $50,000. 

The new college was now placed among the probabilities of the near 
future. In February, 1889, the last of the three houses mentioned above 
was bought for $18,000. Just at this juncture the Kev. J. P. Frieden 
was called to another sphere of action in the Society of Jesus, liev. 
M. P. Dowling, who succeeded him as president, at once entered enthu- 
siastically into the work. Under his direction plans were drawn up by 
a leading Detroit architect. By the beginning of August the buildings 
which occupied the site of the proposed college bad been removed, and 
the first stone of the foundation was laiil on the ninth of this month. 
The work progressed rapidly. In spite of some delay caused by the 
great strike of the carpenters, the building was read}' for occupation 
on the 1st of September, 1890. It has a frontage of 185 feet and varies 
in dej)th from 75 to 120 feet. Besides the necessary private rooms for 
the professors, there are eighteen recitation rooms. The chapel, library, 
and college hall occupy respectively the first, second, and third floors of 
awing measuring 40 by 50 feet. There is not a single dark room in 
the edifice and the heating and ventilating facilities are the very best. 

The greatest dilficulties are overcome. Others will rise, but they too 
will be mastered if the sons of St. Ignatius be as true to their spirit in 
the future as they were in the past, for the spirit which bids a man 
forget self and look to no reward in this life but the consciousness of 
laboring for the common good and through that for the " greater glory 
of God" can accomplish all things. It may not be out of place to re- 
mark, for the information of those who are not familiar with the man- 
agement of Catholic institutions such as this college, that neither the 
trustees nor the professors receive any remuneration whatever for their 
labor in the form of a salary. All they ask and all they accept for 
themselves is their dady sustenance. More they need not, since by 
their vow of poverty they have debarred themselves from the right of 
acquiring the goods of this world. Whatever they receive over and 
above their moderate wants is devoted to the improvement of the col- 
lege. This will explain how Detroit College could ])rosper without an 
endowment and with but a small income. That it did prosper is appar- 
ent from the fact that the faculty of five in 1877-'78 has grown to one of 
sixteen in 1891. 

In other respects, too, the college has been very successful. The 
rapid increase in the attendance was mentioned above. The average 
number of graduates has been ten a year. The class of '90, being the 
sixth to graduate, made the entire number fifty nine. Most of these 
are meeting with marked success in their respective careers. Many are 
still engaged in their professional studies; others have already begun 



DETROIT COLLEGE. 169 

to take a leadiug position as journalists, lawyers, physicians, and prin- 
cipals of several of our public schools. 

\ A word on the course of studies followed at Detroit College. In all 
important points it is the same as that generally pursued in colleges of 
the Society of Jesus. We append a brief sketch of this course, as it 
appears in an annual catalogue of one of these colleges, adding what 
is peculiar to Detroit College. The classes ot the collegiate department 
are four in number, corresponding to the freshman, sophomore, junior, 
and senior years, but known as the classes of humanities, poetry, 
rhetoric, and philosoi)hy. The preparatory or academic department 
consists of three classes, known as third, second, and first academic. 
The plan of studies is based on the idea that a complete liberal educa- 
tion should aim at developing all the powers of the mind, and should 
cultivate no one faculty to an exaggerated degree at the expense of the 
others. During the early part of the course, the student's attention is 
principally devoted to acquiring an accurate knowledge of his native 
tongue and of elementary mathematics, with all the branches ordi- 
narily taught to boys from 12 to 15 years of age. At the same time 
the rudiments of the Latin language are mastered, and the study of 
grammar is thus made from the beginning comparative and analytical. 
By means of constant oral and written exercises, study is rendered 
thoroughly practical. In the second year Greek is begun. 

As the pupil advances, his judgment is exercised more and more, 
while less attention is given to mere memory work. When, after three 
years of preparation, he reaches the college course, properly so called, 
he is supposed to be able to read with some facility Latin and Greek; 
to be thoroughly familiar with the grammars of these languages ; in a 
word, to have the tools of literary work in some degree under his con- 
trol. He then devotes himself more particularly to the cultivation of 
his literary taste and powers, by reading and imitating the best models 
of ancient and modern literature. The following year is given to the 
training of the imagination, the iiature of poetry is explained, the 
technicalities of verse making are mastered and i)racticed, and the 
great poets are carefully studied, Then comes the year of rhetoric, 
during which the student's critical powers are exercised and developed, 
poets and prose writers are scientifically analyzed, tlie i)rinciples of 
oratory are carefully examined, and the speeches of the world's gn atest 
orators are read and discussed. While this literary training has been 
going on, the course of mathematics has been steadily continued, and 
natural science, in its various branches, has been taken up, as soon as 
the development of the mind admitted of its being pursued in a sys- 
tematic and really scientific way. The last year of the course serves 
especially to discipline the reasoning faculties by the study of logic, 
metaphysics, and ethics, and by higher studies in mathematics and nat- 
ural sciences. During this year great attention is given to metaphysics, 
a thorough knowledge of which is regarded as of the utmost importance, 



170 HIGHER EDUCATION IN MICHIGAN. 

siuce it serves to arrauj^e s> steuiatically all the student's knowledge 
aud to furnish the key to all true science. Whatever is important in 
natural science is taken into the course and taught with a philosophical 
analysis, intended to guard the student against that confounding of 
mere information with learning, which is the danger of modern educa- 
tion. Physics, mechanics, geology, general aud analytical chemistry, 
all form iu)portant parts of the regular obligatory series of studies. 

This course is calculated to develop and train all the powers of the 
mind, rendering it capable of understanding aud appreciating all 
branches of learning. It serves as a foundation for special training in 
any branch which the student, with his mind matured aud trained, 
may decide to take up. As, however, there are always some who either 
can not or will not avail themselves of this regular classical training, 
another course has been added, which offers facilities for acquiring a 
good English or commercial education. It is called the commercial 
course, and is completed in four years. It embraces stenography, book- 
keeping, an ample course of arithmetic, geometry, and the elements of 
algebra; and to a complete grammar course it adds the study of style, 
the principles and practice of the minor species of comj^osition, especially 
letter writing, and a course of religious instruction. 

French, German, aud typewriting are elective both in the regular or 
classical course and in the commercial course. 

Eeligious instruction is considered of the first importance in the edu- 
cation which Detroit College aims to impart. Hence Christian doctrine 
forms one of the regular class recitations, and weekly catechetical 
lectures are attended by all. The prize in this braiich is awarded to 
the author of the- best paper upon the matter of these lectures. Further 
instruction is given to such as have need of it, or are preparing for the 
sacraments. For the development of piety there is a sodality, which 
meets weekly. All Catholic students are expected to approach the 
sacraments at least once a month. 

Special attention is given to the study and practice of elocution*. 
Early in the history of the college an association, known as the Philo- 
mathic Society, was organized by the older members of the collegiate 
department. Its object is to promote a taste for literary study and to 
afford practice in debate and declamation. The exercises at the weekly 
meetings include dramatic readings, declamations, original essays on 
subjects selected by a committee, and carefully prepared debates on 
questions of historical, literary, aud philosophical interest. 



BATTLE CREEK COLLEGE. 



The college is under the direction of the Seventh Day Adventist 
Educational Society. Nearly all of its energy is given to preparatory 
work and to manual training. Its establishment was proposed by Mr. 
James White in 1872, and .it was founded and incorporated under 
State law in 1874. The sum of $54,000 was pledged for its support and 
encouragement. Battle Creek was selected as the site for the college, 
and a campus of beauty and attractiveness was purchased at an ex- 
l)ense of $16,000. A handsome structure was built at once. 

The college haS prospered materially since its foundation. Its courses 
as first offered did not include studies much in advance of the ordinary 
high school, but within the last few years the curriculum has been some- 
what extended. The college has good facilities for manual training, 
and has a culinary department in which students are given regular in- 
struction and have practice in the art of cookery. 

The president has apparently not made annual reports to the State 

In his report for 1885 the estimated value of the property of the college 

was $65,011.94. 

171 



COMJVIO:^^ SCHOOLS 



SECONDARY EDUCATION 



IVLICHiaA^N. 



173 



.•!'f»?g'''"' 



COMMON SCHOOLS AND SECONDARY EDUCATION. 



It has uot been the intention of the preceding sketch to give in any 
detail a history of the common schools or of secondary education in 
Michigan. Snch a task would demand much greater space and a dif- 
ferent system of treatment. But Michigan has been so fortunate in its 
common- school system, the broad foundation for higher education is so 
securely laid, that a word in conclusion seems appropriate. 

Judge Thomas M. Cooley, in his "Michigan," thus fitly refers to the 
early preparation for present conditions: 

If the general education of the people is important to the State, Michigan was for- 
tunate in the persons to whom the destinies of the Territory were committed in its 
early days. In their minds, as wo find them expressed in the laws they adopted and 
the institutions they founded, two ideas appear to have been douiinaut from the 
earliest period. These were, that the means of rudimentary education should be 
placed within the reach of every child in the political society, and that the oppor- 
tunity for thorough culture should be given as speedily and as completely as the cir- 
cumstances of the people would permit. And these ideas were never lost sight of 
until effect was given to them after the admission of the State to the Union. 

After tracing- the development of the educational fiicilities of the 
State, and giving credit to General Cass for his broad and advanced 
suggestions of free education and to Mr. Crary and Mr. Pierce for their 
labors, Judge Cooley concludes : 

Such is the educational system of Michigan. Its founders took i>osition in 
advance of the thought of the day, and those who followed them have endeavored 
to give effect in full measure to their views. No commonwealth in the world makes 
provision more broad, complete, or thorough for the general education of the people, 
and very few for that which is equal. It has been the settled conviction of the peo- 
ple for many years that there can be no more worthy expenditure of public 
moneys than in the training of men and women in useful knowledge, and they have 
acted upon that conviction. The newer States of the Union, in framing their educa- 
tional systems, have been glad to follow the example of Michigan, and have had fruit- 
ful and satisfactory success in proportion as they have adhered to it. And for all 
that has been accon)plished, Michigan is indebted to the intelligence, the unselfish- 
ness, and the farseeing wisdom of some of its own eminent citizens, who, with the 
public confidence for their support, have not waited for older but more provincial 
States to point the way, but have trustfully moved on from step to step in the direc- 
tion of an ideal excellence, which was early in their minds and has been steadily 
adhered to since.' 

Michigan has slowly developed her educational system. At first 
giving few opportunities for common education, her laws now make 

• See " Michigan," hy Thomas Mclntyre Cooley, pp. 306-7 and 328-9. 

175 



176 COMMON SCHOOLS AND SECONDARY EDUCATION. 

education compulsory, on the theory that enlightenment is not only a 
privilege but a duty, and th at citizens of a free country must be intel- 
ligent. 

The history of the common- school system goes back to the famous 
law of 1787. By the act of 1804 Congress reserved section IG in each 
township for the support of schools. In 1805 Michigan was organized 
as a Territory, and in 1828 these lands were placed under the charge 
of the Territorial government. The law admitting Michigan confirmed 
this reservation. 

These lands, like the university lands, were not always disposed of 
to best advantage. In 1829 a department of education was established 
in the Territory, and thus Michigan gave evidence again of a reatliness 
to acknowledge the public interest in education and to prepare for 
the proper use of the funds arising from the sale of these school lands. 
Mr. Pierce, the first superintendent of public instruction in the new 
State (1837), had the interests of the common schools at heart and 
breathed into them much of his own enthusiasm and courage. But as 
yet the schools were poor, weak things, only i)artly assisted by public 
taxes. The children of the poor were educated at public expense, even 
during the Territorial period, after 1827; but it was more than 40 years 
after this «late that tlieold rating system entirely disappeared. 

Principal Sill well says: ' 

The present condition of the primary school fund and the history of its helpftiluess 
to free education in our State are a splendid and endnrinjj memorial to the farseeing 
wisdom of the men who framed this proposition to Conf;reKs and gained its assent 
thereto. All the States since admitted have seen the wisdom of adopting the plan 
first devised and put in practice in Michigan. 

We can not enter into a detailed account of the vicissitudes of the 
fund derived from the sale of section 16. The money derived from the 
sale of school lands and from escheats to the State, which by law go to 
swell the primary fund, amounteii June 30, 1889, to $3,722,286.06. This 
sum includes $190,284.38 due from purchasers: for the State credits 
immediately to the school fund the price at which lands have been sold, 
even before all has been paid in. 

The State has become a permanent borrower of the money received 
from the sale of school and university lands, paying 7 per cent, interest. 
The interest and the principal are thus secure, and while acknowledg- 
ment is made for the principal received from the General Government, 
it must not be forgotten that this large interest is i)aid annually by 
State taxation. Moreover, in 1858 the primary school 5 per cent, fund 
was established. In accord with this act the State pays to the school 
districts 5 per cent, on one half of the money received from sale of 
State swamp lands. 



University of Michigan, Semicentennial, p. iJOO. 



COMMON SCHOOLS AND SECONDARY EDUCATION 177 

Another very important addition to the State school fund became 
available for the first time in 1881. Section 1, Article XIV of the con- 
stitution of Michigan provides as follows: 

All specific taxes, except those received from the raiuing companies of the Upper 
Peninsula, shall be applied in paying the interest of the primary school. University, 
and other educational funds, and the interest and principal of the State debt in 
order herein i-ecited, until the extinguishment of the State debt, other than the 
amounts due to educational funds, when such specific taxes shall be added to and 
constitute a part of the Primary School Interest Fund. 

In 1881 it was decided that the debt was paid, and the school districts 
began to receive the income from these specific taxes. The first year 
in which this increase came the school districts received $1.06 for each 
child of school age, whereas the previous year they had received but 
47 cents. 

This money is divided among the school districts in proportion to 
school population, each person between the ages of 5 and 20 being 
enumerated to determine that population. 

The following tables, taken from the report of the superintendent of 
public instruction for 1889, will show how much money is expended 
directly by the State for common-school education and the amount 
held by the State for permanent funds. It must be understood that 
this does not include local taxation for school support : 

The Primary School Funds. 

Primary school 7 per cent, fund : 

In the hands of the State June ;}0, 188'.) $3,526,001.68 

Due from purchasers of lands June 30, 1889 196,284.38 

Total 7 per cent, fund June 30, 1889 3,722,286.06 

Primary school .^> per cent, fnnd : — - 

In the hands of the State June 30,1889 793,358.42 

Due from purchasers of lands Juno 30, 1889 14,032.96 

Total 5 per cent, fund June 30, 1889 807,391.38 

Total school funds June 30, 1889 4,529,677.44 

rrimary School Interest Fund. 

Interest paid by the State on 7 per cent, fnnd 244,292. 35 

Interest paid by holders of lauds on 7 per cent, fund 16, 456. 46 

Total interest on 7 per cent, fund 260,748. 81 

Interest [laid by State on 5 per cent, fund 39,434. 15 

Total income from both funds 300,182.96 

Surplus of specific taxes transferred 522,200.33 

Rent of land 1.00 

Paid bj' trespassers on school lands 15. 00 

Total primary school interest fund 822, 399. 29 

In 1889 the school districts received from the State $1.47 per child 
of school age. In that same year the school districts ex])ended for all 
purposes $5,280,409.08, or something over $12 for every child enrolled. 
It will thus be seen that despite the magnificent fund which Michigan 
holds for the support of her common schools a much greater amount is 
713— No. 4 12 



178 COMMON SCHOOLS AND SECONDARY EDUCATION. 

given by direct taxation. From the time the school system of Michigan 
was organized a township tax for school purposes has been levied. At 
the present time this is a one-mill tax. 

COMPULSORY EDUCATION. 

The preceding figures are only roughly suggestive of what the State 
has been willing to do for common education. Just a word concerning 
the efficacy of the compulsory law may be of interest. Not until 1869 
did the legislature carry into effect the provisions of the constitution 
of 1851, abolish the old and abominable rate-bill system, and establish 
completely free education. Since that time there has been absolute 
freedom. In 1883 the State went further, and passed an act requiring 
that parents or guardians of children between the ages of 8 and 14 
should be required to send such children to a public school for at least 
four months in each school year. The school public throughout the 
United States is interested in this problem, and a few figures and state- 
ments of Michigan's success or failure may be helpful. In the first 
place it may be stated that a law merely declaratory, as is the act of 
188;3, is of little value. In the second place it is apparent that a mere 
tentative law, unsupported by awakened public opinion, is of little 
value. Principal Sill proclaimed (1880) in his address above referred 
to, "compulsory laws are, in this State, a dead letter." He called 
for the vivifying of them, for the arousing of the people to the situa- 
tion. The problem is no easy one, and figures fail to show the exact 
condition. The superintendent of public instruction estimated in his 
report for 1889 that not far from 91 per cent, of the children from 8 to 
14 were receiving some kind of instruction. Between 1880 and 1889 
there has been an evident decrease in the percentage of pupils attend- 
ing public schools, reckoned on the basis of the school census, which 
includes all children between 5 and 20 years of age. There was a 
decrease of 5.4 per cent, in schools of all kinds in these years ; and this 
in spite of the fact that the compulsory law was passed in this decade. 

In the fifty incorporated cities in the State, according to the report 
of the superintendent of public instruction (1889), the average decrease 
in attendance is 14.5 per cent. This, it must bo remembered, does 
not include simply those to whom the compulsory law applies. And 
it must be remembered also that apparently there has been a small in 
crease in the attendance at private schools; a result quite to be expected 
as the State develops in wealth and in density of population. Michi- 
gan, boasting justly of its liberality and means of education, has still 
a task before it in overcoming ignorance and making its spirit felt 
among the thousands of foreign immigrants — Hollanders, and Germans, 
and especially Poles, Swedes, and Norwegians— who pour into the 
State. 

Statistics show that efforts to accomplish this end and to train up 
American citizens are not wanting. The people of the State have not let 



COMMON SCHOOLS AND SECONDARY EDUCATION. 179 

their euergies flag. Schoolhouses increased G5 in number in 1889, 
making 7,493 bouses in all. The school districts of the State owned in 
1889 property worth $13,386,637, an increase of over $500,000 in a year. 
I should gladly add to tbis sketch an account of the various private 
seminaries and academies in the State. The people willingly support- 
ing the public school have never done aught but encourage the private 
institution where work is faithfully done. The University of Michi- 
gan stands ready to add to its diploma lists private schools whose cur- 
ricula and methods win fair and candid approbation. The Michigan 
Military Academy, at Orchard Lake, has by its high grade of scholar- 
ship and its strenuous efforts for the best success achieved a place 
second to none in the country. Col. J. Sumner Kogers, the superin- 
tendent has given rare executive force to the building up and equip- 
ment of the school, and Prof. W. H. Butts, the principal, a teacher of 
rare ability, has shown marked skill and tact as an organizer. The 
Raisin Valley Seminary and the Michigan Female Seminary are on 
the diploma list of the university. Other seminaries of this same 
grade are doing good work. The report of the superintendent of pub- 
lic instruction for 1889 includes reports from the Detroit Homo and 
Day School, The German American Seminary, and the Spring Arbor 
Seminarv. 



Contributions to American Educational History - 

F.DirKI) i;V lIKlIIiKK'j; l:. ADAMS. I'll. I). 



.Xo. 1. 

Till: COLI.KiJK OF WILi.lAM ANJ) MARY. 
I'.v IIki;mi:im' M. Adams. (PuhJixhrd ^>^A-.) 

>'o. 2. 

THOMAS .11:1 I-KIJSO.N AM) TlIE I'MN KlfSlTV OF VIl.MMXIA. 
I'.v IlKiMtKKT I!. Adams. ( /'/(/*/j.s/»(W IHXn. 1 

:\o. :t. 

Illsrol.'V (.|- i;i.l ( AIION J\ NOIMII (AJ»'0|.I.\A. 

^.^ ( '(lAIM.lN I.. .'S.\HTi|. ( I'llhlixlnd \SHS.^ 

.\o. I. 

IIISI'OI.'N ol' llK.IIKi; i;j)l('ATIO.\ l.\ ,>t)l 111 ( Al.ol.lNA. 
\'>y ('. .Mi:i:i\vi:Tiii:i:. (i'lthlislnd \xs\K' 

.\o. .». 

KOrCA'lIoN IN (.i:oU'(.|A. 
^.^• < iiAiti.Ks KDi;i;\V()i;rn .Ium.s. { /•nhlish, /I \ssiK) 

KDICAHOX in FIJJHIDA. 

I'.v (JKOKCI. (;\1!V Itrsil. ( /'uhlishiil \SS'.K) 

iiKiUKi; KnrcA'iio.N in Wisconsin. 

I'.v Wil.i.iwi I'. .Vi.i.KN .\\i. |)A\ID K. Sim:\< i.i;. ^ /'„l,ll.sh,,l ISH!>.) 

.>o. S. 

IIISTOU'V (»)• i;i)l (AIION 1\ .M.AISA.MA. 

I'.v Wii.l.is (;. ( r.\i:K. { /'iihlisliid 1S!((».) 

■■Vo. «». 

IIISTOIM 01 liiDKKAL .VNI) STATi: .\J\> To ilKillFi; Kl >!( 'A TIOX. 

Il^ I'|{.\.\K W. Ml.A( KMAl:. {I'lll.lisliril IKMO. ) .- 

.\o, 10. 

H1(;HKK' KDI (AHOX JX JX1)I.\XA. 

I'.v .Ia.MKS Al.HKlM \\ «M»DlitU.\. (I'lllilislirtI ISJM.) 

>o. II. 

IIKim-.i; ll)l ( ATIOX IX MICHIGAX. [ I'lihli.slu,' \s'n . ' 
r.v \\Di:i:\v ('. Mc'Laiciii IN. 

.>o. ti. 

IllsroKV OF IIKJIIKIJ i;i»l CATloX IN (Jlllo. 
I'.v (;i:(ii!(ii; W. Knicmt .wd .Ioiin I,'. Commons. (Published \s'.rj.) 

yo. i.t. 

JilSTUh'V ,»F HICHKJ; FDICATIOX JX .MASSACIH SKITS. 
Hv (iKoKcii: (;aI{V F.CSII. {Puhrmlnd 1S!»2. 1 



